Search

The pretest-posttest control group design is one of the most widely used quantitative experimental design models for evaluating the efficacy of programs, treatments, and interventions. Despite the prevalence and utility of this research design, best practices for data analytical procedures are not clearly defined. Invalid results decrease the chance of generalization. Given that Iranian Journals are interested in publishing pretest-posttest control group design studies, it is important to denote the accuracy of them. The aim of the current study is to explore the correct procedure for using ANCOVA in pretest-posttest control group designs to mitigate the potential limitations of this approach. This study explores the use of ANCOVA in pretest-posttest control group design. It has been done by analyzing data from experimental studies published in five Iranian journals indexed in PubMed or Scopus between 2011 and 2018. The results indicate that among the 280 published experimental studies in these journals, 53 papers (18.9 percent) used ANCOVA as the statistical test in pretest-posttest studies. The power of the test represents the probability of detecting differences between the groups being compared when such differences exist. Our analysis concludes that ANCOVA, which runs a multiple linear regression, is a suitable method for comparing and examining pretest-posttest study designs. Implications of this study have potential utility for researchers employing the use of pretest-posttest control group designs in various fields in and outside of Iran.

Purpose: This paper aims to explore how sub-national or regional cultural differences influence backers' willingness to crowdfund projects. The paper also explores how migrant transnationalism influences the impact of backer's sub-national culture and crowdfunding relationships. Design/methodology/approach: This paper is based on the experimental design technique using analysis of covariance methods. The authors tested the study hypotheses on a sample of 790 respondents. Findings: The study results suggest that individuals differ in their intent to crowdfund product campaigns depending on value congruence between their cultural values derived from the region to which they belong and the nature of the product category, such as environmentally friendly or happiness-enhancing products. Originality/value: This paper explores the role of regional cultural differences in determining the intention to crowdfund different campaigns based on the nature of the product. Value congruence, as driven by regional cultural differences with crowdfunding campaigns, has not been explored before. [ABSTRACT FROM AUTHOR]

The aging prediction of railway catenary is of profound significance for ensuring the regular operation of electrified trains. However, in real-world scenarios, accurate predictions are challenging due to various interferences. This paper addresses this challenge by proposing a novel method for predicting the aging of railway catenary based on an improved Kalman filter (KF). The proposed method focuses on modifying the priori state estimate covariance and measurement error covariance of the KF to enhance accuracy in complex environments. By comparing the optimal displacement value with the theoretically calculated value based on the thermal expansion effect of metals, it becomes possible to ascertain the aging status of the catenary. To improve prediction accuracy, a railway catenary aging prediction model is constructed by integrating the Takagi-Sugeno (T-S) fuzzy neural network (FNN) and KF. In this model, an adaptive training method is introduced, allowing the FNN to use fewer fuzzy rules. The inputs of the model include time, temperature, and historical displacement, while the output is the predicted displacement. Furthermore, the KF is enhanced by modifying its prior state estimate covariance and measurement error covariance. These modifications contribute to more accurate predictions. Lastly, a low-power experimental platform based on FPGA is implemented to verify the effectiveness of the proposed method. The test results demonstrate that the proposed method outperforms the compared method, showcasing its superior performance. [ABSTRACT FROM AUTHOR]

This paper examines the effects of a morphological awareness intervention on the word reading and spelling skills of Grades 4 to 6 children with dyslexia. Sixteen children in eastern Ontario, Canada, received 20 hours of morphologically oriented instruction spread over 6 weeks and eight served as controls, and all received a battery of reading and spelling tests before and after the intervention. Students were taught the nature of morphology and the types of morphemes, how words could be assembled from morphemes or deconstructed into morphemes to make meaning from print and access the correct pronunciation, and how to use morphology in reading and spelling words. Repeated measures analyses of variance and analyses of covariance indicated that the experimental group showed significantly larger gains than the control group on measures of morphological awareness, morphological decoding, morphological analysis, and morphological spelling. There were no significant effects on word reading (fluency and accuracy) or on standardized spelling measures. [ABSTRACT FROM AUTHOR]

This paper investigates state estimation methods for dynamical systems when model evaluations are performed on resource-constrained embedded systems with finite precision compute elements. Minimum mean square estimation algorithms are reformulated to incorporate finite-precision numerical errors in states, inputs, and measurements. Quantized versions of least squares batch estimation, sequential Kalman, and square-root filtering algorithms are proposed for fixed-point implementations. Numerical simulations are used to demonstrate performance improvements over standard filter formulations. Steady-state covariance analysis is employed to capture the performance trade-offs with numerical precision, providing insights into the best possible filter accuracy achievable for a given numerical representation. A low-latency fixed-point acceleration state estimation architecture for optomechanical sensing applications is realized on Field Programmable Gate Array System on Chip (FPGA-SoC) hardware. The hardware implementation results of the estimator are compared with double-precision MATLAB implementation, and the performance metrics are reported. Simulations and the experimental results underscore the significance of modeling quantization errors into state estimation pipelines for fixed-point embedded implementations. [ABSTRACT FROM AUTHOR]

It is suppose that {Xn, n ≥ 1} is a strictly stationary sequence of negatively associated random variables with continuous distribution function F. The aim of this paper is to estimate the distribution of (X1, Xk+1) for k ∈ IN0 using kernel type estimators. We also estimate the covariance function of the limit empirical process induced by the sequence {Xn, n ≥ 1}. Then, we obtain uniform strong convergence rates for the kernel estimator of the distribution function of (X1, Xk+1). These rates, which do not require any condition on the covariance structure of the variables, were not already found. Furthermore, we show that the covariance function of the limit empirical process based on kernel type estimators has uniform strong convergence rates assuming a convenient decrease rate of covariances Cov(X1, Xn+1), n ≥ 1. Finally, the convergence rates obtained here are empirically compared with corresponding results already achieved by some authors. [ABSTRACT FROM AUTHOR]

This paper presents an original method for noninvasive recording of electroretinogram from both compound eyes of insects. The method was found to be highly reliable and reproducible. The photovoltaic effect, which distorts response amplitude and shape, was eliminated by using a gold recording electrode. The data obtained using this method showed that the magnitudes of the responses of the eyes in pearl mutant cockroaches, which lack screening pigment, to light stimuli were approximately four times greater than those of wild-type insects. The time to peak response decreased with increases in stimulus light intensity for shortwave and long-wave stimuli. Pearl cockroaches reached maximum responses faster than wild-type cockroaches. Results of covariance analysis indicated that these differences could not be explained completely in terms of an increase in the number of photons reaching photoreceptor membranes. This suggests that there are additional differences in the physiology of the compound eye between mutant and wild-type individuals. The positive deflection of the potential after the end of light stimulation depended on light intensity and was a reflection of receptor cell hyperpolarization. [ABSTRACT FROM AUTHOR]

This paper examined the psychological impact of contextual influences (i.e., contract type and playing experience) on sport anxiety in elite women cricketers participating in The Hundred. A sample of 71 elite female cricketers playing during the 2021–2022 season took part. Forty-nine of the sample (69%) held professional contracts, and 22 (31%) had yet to sign a professional contract. Participants provided details about their contract type and playing experience and completed self-report measures assessing sport anxiety, mental toughness, and general self-efficacy. Since mental toughness and self-efficacy are non-cognitive constructs, which buffer competitive trait anxiety, analysis controlled for these variables. Multivariate analyses of covariance examined sport anxiety scores among participants in relation to Hundred matches played (either 0, 1–10, or more than 10) and contract type (whether participants had a professional contract in place or not). Subfactors of Worry, Somatic, and Confusion assessed sports anxiety. No significant main effects existed. However, alongside a significant interaction, a covariate mental toughness effect occurred. Examination of the interaction revealed Worry scores were lower in cricketers who were yet to play a Hundred match who had not received a professional contract. Furthermore, Worry and Somatic scores were higher in cricketers that had played more than 10 Hundred matches and had not received a professional contract. These findings have important implications for the development of elite women cricketers. Particularly, they highlight the need to differentially support players through their career progression. [ABSTRACT FROM AUTHOR]

Following the implementation of capital market reforms, Saudi Arabia has opened up its stock market to international investors. This liberalisation has led to the inclusion of the stock exchange into leading global indices, which is expected to lead to an influx of foreign investment. Thus, it is important and timely to examine the efficiency of the Saudi stock market. To that end, this paper conducts a comprehensive investigation of the predictive ability and profitability of a popular trading rule, the moving average rule, using firm-level data for the Saudi stock market over the period 1st January 2008 to 31st December 2017. The results show that the moving average rule has predictive ability; the active rules for a majority of the sample companies outperformed the corresponding passive strategy. Furthermore, the results were economically significant as the rules were profitable even after the consideration of transaction costs. The results also showed that the most profitable moving average rules were those with short-moving average lengths, and that the introduction of a bandwidth, which serves to eliminate weak trading signals, had a positive impact on rule profitability. Importantly, the analysis showed that the most profitable component of the rule related to short selling as these trades resulted in higher profits than the long positions. A disaggregated analysis of sectors showed that the trading rules outperformed the buy-and-hold strategy in all seven industries considered, while the analysis of covariance revealed the importance of careful selection of filter size. Overall, the analysis documents significant inefficiencies in the Saudi stock market and suggests that the employment of a simple trading rule, based on past price data, can yield substantial profits across companies and sectors even in a costly trading environment. These findings suggest that the recent reforms that were implemented to improve the efficiency of the Saudi stock market have been suboptimal, and that further regulatory reform is required. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the effect of teaching metacultural competence through two modes of teacher-generated and teacher/learner-generated materials on English-as-a-foreign-language learners' reading comprehension. To this end, 60 male and female upper-intermediate EFL learners studying at a language school were selected through nonrandom convenience sampling and thence assigned randomly into two experimental groups, with 30 learners in each group. Prior to the treatment, each experimental group sat for a reading pretest. The treatment spanned 13 sessions of 90 minutes each where both experimental groups undergoing metacultural competence-raising activities, with the point of departure being one group receiving teacher-generated materials while the other group receiving teacher/earner-generated materials. At the end of the treatment, a reading posttest was administered to both groups and the analysis of covariance run on the participants' scores on the pretest and posttest revealed that the experimental group receiving teacher-learner generated materials outperformed the other group. The pedagogical implications of the study and the suggestions made for various stakeholders in the community of English language teaching are discussed in this paper. [ABSTRACT FROM AUTHOR]

The object of research is global debt (or world debt) in the world economy. Today, the problem of global debt (or global indebtedness) is extremely acute in the world economy. The global debt indicator is the largest in all history of the world economy and has already amounted to 315 trillion USD in 2024. The interdependence of the global debt and the main macroeconomic indicators were investigated in this paper. The main world macroeconomic indicators (GDP, inflation, imports, exports, economic growth) and world population are treated as global in this publication. The forecasting of the global debt index was also carried out until 2035 in the world economy. Statistical analysis methods were used in this research. All research results were obtained through the Statgraphics Centurion statistical package. This package made it possible to carry out the Multiple Analysis of Variance procedure and forecasting through the ARIMA (1,0,0) model. During applying the Multiple Analysis of Variance procedure, this publication included the results of Pearson’s correlation, Spearman’s rank correlation and analysis of covariance. Pearson’s correlation made possible to reveal which global macroeconomic indicators the global debt has very strong and weak connections. Spearman’s rank correlation also demonstrates the interdependence of global debt and global macroeconomic indicators. Covariance analysis gave results that differ from the above methods. In turn, the ARIMA model was used to forecast the global debt until 2035 in this research. The essence of the research results is that global debt has the closest relationships with such global macroeconomic indicators as global GDP, global exports and global imports and world population. Global debt is moderately correlated with such global macroeconomic indicators as global inflation and global economic growth. The ARIMA model predicts an increase of global debt by 2035, rather than a decrease, and, accordingly, these global macroeconomic indicators as interdependent from the debt. In practice, these results can be used to implement appropriate economic policies to balance the main macroeconomic indicators in the economy in order to reduce the indebtedness of states that, in turn, affects on the global debt. [ABSTRACT FROM AUTHOR]

In this paper, a novel covariance tracking receding horizon (CTRH) process is proposed to design a robust control algorithm. Some drawbacks of the equivalent robust algorithms, including infeasibility, computational complexity, and non-optimality, are alleviated in this process. Hence, first, covariance analysis is applied to rephrase the dynamic equation of the system to model the structural uncertainties. Afterward, this approach is extended to the future time horizons as the discrete-time formulations are to be embedded in the receding horizon controller framework. Then, a new constrained quadratic programming cost function is proposed considering the covariance matrix to mitigate the trajectory dispersion along with the control action. The final control rule is estimated by solving the new cost function using the Hildreth method. The efficiency of the developed robust algorithm is demonstrated by numerical simulation of two benchmark buildings equipped with active tendon systems subjected to earthquake excitations. The competency of the proposed method (CTRH) is then proven using nominal and various perturbed scenarios and outputs compared to the linear–quadratic–Gaussian (LQG) controller, sliding mode control (SMC), H∞, and conventional receding horizon (CRH) controllers, and comparative results are presented. The outcomes indicate that the proposed method not only well reduces the controlled responses compared to uncontrolled one but also demonstrate a high level of robustness against various other control approaches. Less computational complexity due to not adding any linear matrix inequalities and constraints is also one of the prominent features of the proposed approach. [ABSTRACT FROM AUTHOR]

Background: Training parents to implement language and communication intervention strategies is an effective approach to promote language development for children with language delay. Aims: This study introduces an online parent training program conducted in Hubei province, China, which was designed to help parents of language‐delayed children with a diagnosis of autism spectrum disorder (ASD), developmental language disorder (DLD) or global developmental delay (GDD) apply language intervention strategies into daily interactions and promote their children's language development at home. Methods & Procedures: The Bethel Hearing and Speaking Training Center Family Training for Early Communication & Language Development (Bethel Family Training Program, BFT) (Bethel HSTC, 2020) was designed to improve the language and communication skills for children with language delay in a naturalistic way. The caregivers (including parents, grandparents and other main caregivers) participated in an 8‐h online program, including lectures on milestones in child language development, common misunderstandings of child language development, and three basic family language intervention strategies ('Looking together, playing together, and talking together') incorporating active learning through video analysis and discussion. Tongji Hospital in Hubei then continued with 3 months of online home intervention monitoring to all the caregivers via weekly online Q&As led by BFT certified speech therapists' team. The Gesell Developmental Schedules (GDS) was carried out before the online parent training program and after the 3‐month online home intervention monitoring. Outcomes & Results: 146 families whose children aged 12–68 months with language delay participated in the online training program. The results of the GDS assessments conducted before and after the program showed that not only did the developmental quotient (DQ) of language improve, but so did the DQ of social behaviour and adaptive behaviour (p < 0.001). There is no between‐group difference in the application of three strategies between the ASD group and the DLD or GDD group (p > 0.05). Furthermore, both caregivers' ability to apply 'looking together, playing together, talking together' strategies and the effective interaction time played important roles in improving the child's language abilities. Conclusion & Implications: The online parent training focusing on improving daily interaction with children through speech–language stimulation strategies promoted the development of language skills. It is an economic and practical approach for children with language delay who have limited access to local language intervention programs. WHAT THIS PAPER ADDS: What is already known on the subject: Parent‐implemented language intervention is an effective approach at improving children's language development. Telepractice is an appropriate model of service delivery for audiologists and speech–language therapists and may be the primary mode of service delivery or may supplement in‐person services. What this paper adds to the existing knowledge: This paper explores the effectiveness of an online parent training program and provides new evidence that online training on language support strategies (looking together, playing together, talking together) followed by home intervention monitoring works for Mandarin‐speaking children and it is equally effective for children with ASD and non‐ASD diagnosis. What are the potential or actual clinical implications of this work?: Developmental behavioural paediatricians and speech–language therapists in countries and areas that lack sufficient training resource for every child will have the option to deliver parent training and home intervention monitoring online, which will save time and cost considerably while offering convenience. [ABSTRACT FROM AUTHOR]

Evidence has shown that parenting intervention programmes improve parental knowledge, attitudes, and practices, which helps in promoting child development. This study aims to examine the effectiveness of parenting intervention in improving child behaviours. This is a secondary analysis of data from a cluster-randomised controlled trial with depressed mothers aged 18–44 years with a child aged 0 to 36 months. This paper reports findings from the dataset of participants with a child aged between 24 and 36 months. Villages (n = 120) were randomised into either of two arms: learning through play plus (LTP Plus) or treatment as usual (TAU). LTP Plus is a 10-session, group parenting intervention integrated with cognitive behaviour therapy, delivered over 3 months. This secondary analysis reports findings on the Eyberg Child Behaviour Inventory (ECBI) and the Home Observation for Measurement of the Environment (HOME). Findings show a significant improvement in child behaviour (ECBI) scores (p < 0.011) and HOME scores (p < 0.001) in the intervention group compared to TAU at 3-month follow-up. In a low-resource setting, low-cost group parenting intervention delivered by community health workers has the potential to improve child behaviours and quality of the home environment. Parenting interventions aimed at improving child behavioural problems can have significant implications for the child, family, and broader societal outcomes. Addressing behavioural problems in early years, parenting interventions can potentially reduce long-term consequences and costs associated with untreated child behavioural issues. [ABSTRACT FROM AUTHOR]

Background: Cough is one of the most common presenting problems for patients in primary care and is largely managed in primary care clinical settings. Family physicians' familiarity with chronic cough guidelines and the extent to which these guidelines translate into everyday practice have not been well described. The objective of this study was to characterize current diagnosis, treatment, and referral practices among family physicians and to identify potentially impactful strategies to optimize chronic cough management in primary care. Methods: We conducted a cross-sectional survey of 5,000 family physicians to explore diagnosis, treatment, and referral practices related to chronic cough management in adults in primary care. Respondents completed the survey via paper or online. The outcome measures were self-reported numeric ratings and responses related to the survey elements. Results: 588 surveys were completed (11.8% response rate). About half (49.6%) of respondents defined chronic cough in a manner consistent with the American College of Chest Physicians (ACCP) chronic cough guidelines, with the rest differing in opinion primarily regarding duration of symptom presentation. Respondents reported trying to rule out most common causes of chronic cough themselves before referring (mean 3.41 on a 4-point scale where 4 is "describes me completely") and indicated a desire for more resources to help them manage and treat chronic cough. Years in practice and rural/urban setting influenced diagnosis and referral practices. Conclusions: Family physicians see chronic cough as a complicated condition that can be and is often diagnosed and treated entirely in a primary care setting. They also value the ability to refer in complex cases. Our results support that family physicians provide evidence-based management of chronic cough. [ABSTRACT FROM AUTHOR]

Background: Driven by the ongoing need to provide high‐quality learning and teaching, universities recently have shown an increased interest in using learning analytics (LA) for improving learning design (LD). However, the evidence of such improvements is scarce, and the maturity of such research is unclear. Objectives: This study is aimed to evaluate the maturity of research discussing LA‐driven LD improvements in higher education. Methods: The systematic review analyses 49 empirical papers, assesses their quality and suggests further research directions. The review elaborates on methodological (research questions, strategy and methods, LA‐LD integration theoretical backgrounds) and substantial (LA‐driven LD improvements, types of data used, LA software development) features of the papers. Results and Conclusions: The findings demonstrated the lack of theoretical alignment between LA and LD, with research tending towards user experience studies. The most frequently used research strategy was a case study; experiments were very rare. Researchers predominantly used parsing for collecting data and AI methods for analysing it; mostly used data types related to registering learners' engagement with learning activities as well as resources and tools provided in digital learning environments. Takeaways: The research area discussing LA‐driven LD improvements still has a way to go before attaining the level of full maturity. Only a third of the papers reported actual LA‐driven LD improvements; moreover, only three papers measured their effectiveness. The presented LA software was mostly at the beta or implementation stages and did not assess the impact of using this software. Lay Description: What is already known about this topic: Universities show an increased interest in using LA for improving LD.The evidence of such improvements being efficient is scarce.Learning analytics is weakly grounded in learning and teaching. What this paper adds: LA‐LD research presented in the reviewed papers cannot yet be considered fully mature.Almost half of the research was carried out using a case study approach, intrinsically challenging in terms of replication and validity. As few as three out of the reviewed studies applied an experimental approach, capable of stating the cause–effect relationship between LA and LD.All the studied papers mentioned improvements in LD, but only around a third of them reported actual improvements, another one‐third suggested potential improvements, and the rest did not come down to describing any.The LA software presented in the papers was mostly at the testing or implementation stages, and the impact of implemented software on LD has yet to be evaluated. Implications for practice and/or policy: Future LA‐LD research to become more mature may well elaborate on theoretical footing, contribute to the cause–effect relationship between LA and LD utilising experimental research design, ensure sufficient sample size.Practitioners' efforts should be directed to operationalising LD for efficient measurements, addressing pedagogical challenges when applying LA, and assessing LA‐driven improvements introduced into LD. [ABSTRACT FROM AUTHOR]

Background: Gender dysphoria among transgender adolescents has predominantly been examined in relation to body dissatisfaction. While in adult transgender samples, body dissatisfaction is higher than in cisgender controls, this has so far rarely been investigated for adolescents. In the context of a cisnormative society, the impact of influences from the social environment on body dissatisfaction and gender dysphoria has been neglected in research. Therefore, this study aimed to (1) provide a detailed analysis of body dissatisfaction among young transgender people and (2) investigate whether body dissatisfaction and gender dysphoria are associated with experiences of minority stress such as trans hostility and poor peer relations (PPR). Methods: The paper presents a cross-sectional study among a sample of transgender adolescents, presenting at a specialized outpatient counseling clinic (N = 99; age M = 15.36, SD = 1.85). First, body dissatisfaction (assessed by the Body-Image-Scale; BIS), was explored and compared to data from a population-based control group of cisgender peers (N = 527; age M = 14.43, SD = 0.97). Second, within a clinic-referred transgender subsample (n = 74), associations between body dissatisfaction and gender dysphoria (measured by Utrecht Gender Dysphoria Scale; UGDS), PPR (measured by the Youth-Self-Report; YSR-R), and trans hostile experiences (assessed in clinical interview) were examined by correlations, t-tests and multivariate regression. Results: Transgender adolescents reported more body dissatisfaction than cisgender peers. The dissatisfaction with sex characteristics, non-hormonal reactive body regions and the total score for body dissatisfaction were positively related with gender dysphoria. The majority had experienced trans hostility in the present and/or past (54.1%) and PPR (63.5%). More body dissatisfaction was correlated with more PPR regarding visible body parts i.e., hair, overall appearance and muscles, whilst PPR and gender dysphoria were not associated. Transgender adolescents who experienced trans hostility showed higher gender dysphoria and PPR, but not more body dissatisfaction. In multiple regression, trans hostility predicted gender dysphoria, whilst age and PPR predicted body dissatisfaction. Discussion: Experiences of minority-stress differentially interact with body dissatisfaction and gender dysphoria among transgender adolescents. Social correlates of body dissatisfaction and gender dysphoria must be considered when working with young transgender people. [ABSTRACT FROM AUTHOR]

This paper reports the findings of an experimental study that probed into the impact of integrating STEAM activities into teaching English as a Foreign Language (EFL) reading on reading comprehension and its associated cognitive load. The sample included 60 high school students who were split into experimental and control groups, with 30 students in each. Before the study, their reading comprehension was assessed by the reading module of the A2 Key test. The associated cognitive load of A2 Key was assessed by the National Aeronautics and Space Administration Task Load Index (NASATLX) before the study as well. For the experimental group, STEAM-based pre-reading activitieswere incorporated into teaching reading while the control group was taught based on the conventional method utilizing the activities of their textbook. The experiment lasted for five months. The reading section of A2 Key and the NASA TLX were used to explore the effect of the intervention on the participants' reading comprehension and its associated cognitive load after the study. The data were analyzed by t-test and Multivariate Analysis of Covariance (MANCOVA). According to the findings, STEAM-based warm-up activities significantly impactedthe development of reading comprehension in favor of the experimental group. It was also found that the cognitive load of the experimental group significantly reduced regardingmental demand, physical demand, and frustration in comparison to the control group. The practical implications of the study for education policymakers, curriculum designers, and teachers are understood in terms of integrating STEAM into the EFL curriculum to make students interested in STEAM topics and create a friendly class atmosphere that would lead to developing their reading skills and knowledge acquisition. [ABSTRACT FROM AUTHOR]

The relationship between structural changes in the cerebral gray matter and diminished balance control performance in patients with chronic ankle instability (CAI) has remained unclear. This paper aimed to assess the difference in gray matter volume (GMV) between participants with CAI and healthy controls (HC) and to characterize the role of GMV in the relationship between disease duration and balance performance in CAI. 42 participants with CAI and 33 HC completed the structural brain MRI scans, one‐legged standing test, and Y‐balance test. Regional GMV was measured by applying voxel‐based morphometry methods. The result showed that, compared with HC, participants with CAI exhibited lower GMV in multiple brain regions (familywise error [FWE] corrected p < 0.021). Within CAI only, but not in HC, lower GMV in the thalamus (β = −0.53, p = 0.003) and hippocampus (β = −0.57, p = 0.001) was associated with faster sway velocity of the center of pressure (CoP) in eyes closed condition (i.e., worse balance control performance). The GMV in the thalamus (percentage mediated [PM] = 32.02%; indirect effect β = 0.119, 95% CI = 0.003 to 0.282) and hippocampus (PM = 33.71%; indirect effect β = 0.122, 95% CI = 0.005 to 0.278) significantly mediated the association between the disease duration and balance performance. These findings suggest that the structural characteristics of the supraspinal elements is critical to the maintenance of balance control performance in individuals suffering from CAI, which deserve careful consideration in the management and rehabilitation programs in this population. [ABSTRACT FROM AUTHOR]

The purpose of this study was to understand the developmental experiences that unfold in youth development contexts, and why they matter for character development. Drawing on pre- and post-program data provided by 846 adolescents (47% female, 63% youth of color), this paper empirically investigated the role of three developmental experiences―developmental relationships, critical reflection, and intrinsic program engagement―in promoting civic, moral, intellectual, and performance character strengths in a conservation context in the United States. Results provide robust evidence of the pervasive power of all three developmental experiences, and especially youth-adult developmental relationships and critical reflection, in promoting key elements of character. Specific suggestions are described for organizational action to invest strategically and systematically in these program features to support young people's character development. [ABSTRACT FROM AUTHOR]

The objective of this paper was to analyse the effect of the surface roughness of a deposited copper cathode on repeatability for the discharge flow rate of an electroformed micro-pump. For this purpose, a measurement set-up was assembled using a glass gauge with a threshold sensor. Each test cathode was fitted into the micro-pump and the flow rate was measured three times. The value of the standard deviation of the measured flow rate was calculated as a criterion for the repeatability of the prepared micro pump. Finally, the covariance value and correlation coefficient between each surface roughness parameter and standard deviation of flow rate were calculated and compared. The results demonstrated that the ${\rm Rz}$ Rz surface roughness parameter has the strongest relation with micro-pump flow rate repeatability using covariance analysis. Also, the auto-correlation length (ACL) that can describe the surface roughness using a correlation function has the most linear relation among all surface roughness parameters with a flow rate based on correlation analysis. SEM analysis and hydrogen bubble illustration were also reported. [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: Delivering effective feedback to large groups of students represents a challenge for the academic staff at universities. Research suggests that undergraduate students often ignore the Elaborated Feedback (EF) received via digital learning environments. This may be because instructors provide feedback in written format instead of using more engaging channels (e.g., audiovisual). Objectives: This quasi‐experimental study examines the extent to which feedback format (video vs. written) influences students' perceptions of feedback, their decision to access EF messages related to high‐stakes assignments in digital environments, and its impact on academic performance, while considering the effect of their academic engagement. Methods: A total of 171 undergraduate students received generic EF messages through a learning platform the day after submitting each course assignment. 78 students received EF in written format and 93 in video format. Results and Conclusions: Our results showed that feedback format influenced students' decision to access EF and their academic performance, but not their feedback perceptions. Students in the written‐feedback group accessed EF messages more often, but students who received video‐feedback performed better than their counterparts in the written‐feedback group. Moderation analysis showed that the relationship between the feedback format and students' academic performance was moderated by their academic engagement, suggesting that students with lower levels of academic engagement may benefit from video‐feedback. Takeaways: The results reveal that using video feedback in digital environments may influence students' decisions to process EF and their academic achievement, especially when it comes to students with lower levels of academic engagement. Lay Description: What is currently known about the subject matter: Delivering Elaborated Feedback (EF) to large groups of students represents a challenge for instructors.Undergraduate students often ignore the EF received via digital learning environments.Students usually prefer audiovisual formats to receive feedback compared to the written format.Results in regard to whether video‐feedback is best for learning are inconclusive. What this paper adds: A quasi‐experimental study to compare two feedback formats (video and written) in an ecologically valid setup.Data of students' voluntary decisions to process EF related to high‐stakes assignments.The moderating effect of students' academic engagement on the relationship between feedback format and academic performance. The implications of study findings for practitioners: Students positively value the EF received in both video and written formats.Students may not engage with EF as expected even when provided in audiovisual formats.Students may access written‐EF more frequently than video‐EF.Video‐EF may positively influence academic performance when students have low levels of academic engagement. [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]

Background: The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of digital gamified language learning on some psychological domains of EFL learning. Objectives: This study, therefore, employed a sequential explanatory mixed‐methods approach to explore the effects of digital gamified language learning using a mobile application (app) affordances on EFL learners' language achievement, foreign language enjoyment (FLE), and ideal second language (L2) self. Methods: To this end, 36 EFL learners were randomly divided into two groups; one group was randomly assigned to the digital class, including 19 EFL learners, and the other group was assigned to the non‐digital class, consisting of 17 EFL learners. The digital learners did the digital gamified language learning activities individually and interactively and received peer and instructor feedback, whilst the non‐digital learners did the same language learning activities in printed format and received peer and instructor feedback. A language achievement test, the FLE scale, and the ideal L2 self‐scale were used to collect the quantitative data and an individual semi‐structured interview was carried out to gather the qualitative data. Results and Conclusions: One‐way ANCOVA, used to analyse the quantitative data, revealed that the digital and non‐digital classes improved the EFL learners' language achievement, FLE, and ideal L2 self; however, the digital learners outperformed their non‐digital counterparts in all the measures. Thematic analysis, utilised to analyse the qualitative data, uncovered some themes about the digital learners' positive and negative attitudes and perceptions towards the digital gamified language learning activities, clarifying the quantitative findings. Implications: Pedagogical implications are discussed. Lay Description: What is already known about this topic: Digital gamification involves employing game‐supported activities to interact with other learners, improving their language learning.Several studies have been carried out focusing on the salient role of digital gamified language learning activities in improving learners' language learning.As elements of positive psychology, foreign language enjoyment and ideal L2 self can improve learners' enthusiasm and involvement in digital gamified language learning activities. What this paper adds: Digital gamification using a mobile app's gamified affordances develops English language learners' language achievement, foreign language enjoyment, and ideal L2 self.Digital gamification is more effective than non‐digital gamification in improving English language learners' language achievement, foreign language enjoyment and ideal L2 self.English language learners in digital classes hold positive attitudes and perceptions towards the effects of digital gamification on their language learning. Pedagogical implications: Digital gamified language learning activities can be an effective and engaging supplement to non‐digital classroom teaching, especially in English language contexts where learners may have limited opportunities for authentic language learning collaboration.English language learners can utilise digital gamified language learning affordances for language development, particularly for their collaborative language learning activities with other classmates. [ABSTRACT FROM AUTHOR]

Holding learners' attention is challenging, especially when they are asked to listen to long passages. High‐immersion virtual reality (VR) can immerse learners in listening tasks, even in such complex languages as Chinese. This exploratory study examined the effect of VR on 43 Chinese language learners' listening comprehension, enjoyment, sense of presence, and cognitive load. Participants were self‐selected into two groups without knowing the purpose of the study or the details of their activity. The experimental group (n1 = 23) experienced an interactive multimedia story in VR, and the comparison group (n2 = 20) watched a screencast video recording of the same story. Multivariate analysis of covariance (MANCOVA) indicated that VR may have a positive effect on the development of listening skills. Compared with the video group, the VR group had significantly higher listening comprehension scores, reported significantly more enjoyment and sense of presence, and reported experiencing less cognitive load. Thus, the findings suggest that VR could be used as a pedagogical tool to enhance foreign language listening skills.Practitioner notesWhat is already known about this topicPractising listening skills is key for language development.Virtual reality (VR) is motivational and engaging.Research on practising listening skills in VR is scarce.What this paper addsVR can be beneficial for practising listening skills.Language learners highly enjoy practising listening in VR.Interactivity can improve engagement and support listening comprehension.Implications for practice and/or policyLearners should be provided pretraining and scaffolding prior to using VR.The duration of VR activities should be considered.Interactivity in VR may increase its effectiveness in attending listening tasks. [ABSTRACT FROM AUTHOR]

Randomization-based inference using the Fisher randomization test allows for the computation of Fisher-exact P-values, making it an attractive option for the analysis of small, randomized experiments with non-normal outcomes. Two common test statistics used to perform Fisher randomization tests are the difference-in-means between the treatment and control groups and the covariate-adjusted version of the difference-in-means using analysis of covariance. Modern computing allows for fast computation of the Fisher-exact P-value, but confidence intervals have typically been obtained by inverting the Fisher randomization test over a range of possible effect sizes. The test inversion procedure is computationally expensive, limiting the usage of randomization-based inference in applied work. A recent paper by Zhu and Liu developed a closed form expression for the randomization-based confidence interval using the difference-in-means statistic. We develop an important extension of Zhu and Liu to obtain a closed form expression for the randomization-based covariate-adjusted confidence interval and give practitioners a sufficiency condition that can be checked using observed data and that guarantees that these confidence intervals have correct coverage. Simulations show that our procedure generates randomization-based covariate-adjusted confidence intervals that are robust to non-normality and that can be calculated in nearly the same time as it takes to calculate the Fisher-exact P-value, thus removing the computational barrier to performing randomization-based inference when adjusting for covariates. We also demonstrate our method on a re-analysis of phase I clinical trial data. [ABSTRACT FROM AUTHOR]

Doubly adaptive biased coin design (DBCD), a response-adaptive randomization scheme, aims to skew subject assignment probabilities based on accrued responses for ethical considerations. Recent years have seen substantial advances in understanding DBCD's theoretical properties, assuming correct model specification for the responses. However, concerns have been raised about the impact of model misspecification on its design and analysis. In this paper, we assess the robustness to both design model misspecification and analysis model misspecification under DBCD. On one hand, we confirm that the consistency and asymptotic normality of the allocation proportions can be preserved, even when the responses follow a distribution other than the one imposed by the design model during the implementation of DBCD. On the other hand, we extensively investigate three commonly used linear regression models for estimating and inferring the treatment effect, namely difference-in-means, analysis of covariance (ANCOVA) I, and ANCOVA II. By allowing these regression models to be arbitrarily misspecified, thereby not reflecting the true data generating process, we derive the consistency and asymptotic normality of the treatment effect estimators evaluated from the three models. The asymptotic properties show that the ANCOVA II model, which takes covariate-by-treatment interaction terms into account, yields the most efficient estimator. These results can provide theoretical support for using DBCD in scenarios involving model misspecification, thereby promoting the widespread application of this randomization procedure. [ABSTRACT FROM AUTHOR]

Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. [ABSTRACT FROM AUTHOR]

Background: Online collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain. Objectives: The study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation. Methods: A quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale. Results: The experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools. Conclusions: The findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes. Lay Description: What is already known about this topic: Technology's role, particularly online collaboration tools, in enriching science education is undebatable (Donkin & Rasmussen, 2021; Rahmawati et al., 2022). Such tools have been theorized to bolster student learning outcomes, motivation, and engagement (Donnelly et al., 2013; Ekici, 2017; Khazanchi & Khazanchi, 2019). Yet, the empirical evidence validating their efficacy in science educational settings remains sparse. What this paper adds: This research delves into the influence of online collaboration tools on science learning outcomes among middle school learners. Data indicates that employing these digital tools substantially elevates student performance, as gauged by a science achievement test. Furthermore, students navigating through these online collaborative platforms recorded elevated levels of both engagement and motivation. The primary effectiveness of online collaboration tools stems from their ability to foster specific behaviours, such as increased communication frequency and structured task management, which can amplify learning and group collaboration through their facilitated structured interactions. Implications for practice and/or policy: This study's conclusions offer pivotal insights for educators, academic institutions, policy framers, and curriculum architects. Online collaborative platforms exhibit promise in amplifying student outcomes and engagement within the realm of science education. It is imperative to broaden this research scope to discern the tools' potential across varied educational environments and diverse student demographics. There is a compelling case for stakeholders, especially educators and policymakers, to contemplate incorporating these online tools into science pedagogy, aiming to magnify student learning experiences and engagement levels. [ABSTRACT FROM AUTHOR]

Background: Haptic feedback has been shown to be an effective facilitator of the learning of scientific concepts in a series of studies. However, little is known about the underlying salient learning mechanisms, which are activated when learning from haptic feedback. Objectives: We investigate the learning mechanism in a higher chemistry education setting, in which the students learned about the abstract concept of potential energy in a quantum chemical context. Methods: In this work, we present a mixed‐methods problem‐solving prior to instruction (PS‐I) study with chemistry bachelor students. In an interactive quantum chemistry learning environment, the students explored the energetic profiles of nucleophilic substitution reactions and the corresponding activation barriers experienced as repulsion and attraction. We measured cognitive and affective mechanisms which have been shown to be activated in PS‐I designs, such as knowledge gap awareness, state curiosity, and positive affect as well as the learning outcome quantitatively and the learning trajectories qualitatively. Results and Conclusions: Planned contrasts revealed a small hindering effect of the haptic feedback on the learning outcome. Thematic analysis of the qualitative data lets us attribute this effect to the lack of scaffolding of the haptic feedback and the spontaneous atomic movements in the simulation, which may be interpreted as a visual representation of force in itself. This work highlights the importance of accurate mappings of the haptic feedback unto the target domain and further delivers insight into the prior conceptions of chemistry undergraduate students. Lay Description: What is already known about this topic: Haptic feedback can facilitate learning by grounding abstract concepts in sensory experiences.While previous studies have reported positive affective results, the cognitive results are ambiguous.Moreover, it was frequently reported that the learning of potential energy in a (quantum) chemical context is particularly difficult due to (i) the lack of grounding opportunities and (ii) the diverse previous conceptions. What this paper adds: A learning environment to interact with molecular systems in real‐time is proposed.The concept of activation energy is grounded in sensory experience of pushing and being pulled.The mixed‐methods design allows to explore cognitive and affective variables as well as the specific prior conceptions activated by the environment. Implications for practice and/or policy: We found a small negative effect of the haptic feedback on the learning outcome, potentially due to insufficient introduction of it to the students.The spontaneous movement of the atoms was identified as a more suitable external representation of the force.Future studies should investigate, if explicit introduction of the embodied metaphor can reverse this effect. [ABSTRACT FROM AUTHOR]

Background: Learning from video lectures with peers, that is, co‐viewing video lectures, is a common mode of learning across a wide range of ages and topics in the information age. Objectives: The present study tested the effects of learners' motivation on co‐viewing video lectures in terms of learning performance, mental effort, and interpersonal brain synchronization (IBS). Methods: The current study was quantitative experimental. In total, 142 participants were recruited and divided into 71 dyads to manipulate task motivation from three aspects: meaning, interest, and reward. Then, they were divided into three experimental conditions according to the level of task motivation: two low task motivation learners (LL condition), a combination of one low and the other high (HL condition), and two high task motivation learners (HH condition). Two participants in a dyad were asked to view a video lecture on a shared screen and not talk until the end of the video lecture, with both learners in full view. Simultaneously, we recorded the cortical hemodynamic activity of two participants in each dyad using functional near‐infrared spectroscopy (fNIRS). Results and Conclusions: The group‐level analysis showed that two high‐task motivation learners had better learning performance, greater mental effort, and stronger IBS than a combination of one low and one high‐task motivation and two low‐task motivation. The results from the individual assessment indicated that pairing a person with low task motivation with another with high task motivation resulted in benefits for the low‐task motivation learner in terms of their self‐perceived learning. However, it negatively affected the performance of the high task motivation learner. Implications: First, high‐task motivation learners were encouraged to co‐view video lectures. Second, instructors were encouraged to intervene between their interactions by providing timely feedback to avoid losses for high‐task motivation learners, as this composition benefits low‐task motivation learners. Lay Description: What is already known about this topic: Most studies consider viewing video lectures as an individual process and test the role of learners' motivation at the individual level.Co‐viewing video lectures is a common mode of learning across a wide range of ages and topics in the information age.Learners' task motivation is essential for optimal learning in various settings. What this paper adds: Having two high task motivation co‐viewers enhanced their learning, encompassing retention, transfer, and confidence in performing well.Having two high task motivation co‐viewers enhanced IBS in the rTPJ‐rTPJ and IPL‐SMA pairings.Pairing a low task motivation learner with a high task motivation learner could be beneficial for the low task motivation learner, but it may result in losses for the high task motivation learner. Implications for practice and/or policy: Future work should verify the conclusions of the current study in natural settings, allowing verbal interaction versus settings permitting only nonverbal interaction and avoiding experimenter expectations.Future research should continue to test the long‐term effects of pairing a low task motivation learner with a high task motivation learner.We encourage high task motivation learners to co‐view video lectures.Instructors are advised to intervene in the interaction of pairs of a low task motivation learner with a high task motivation learner, for instance, by providing timely feedback. [ABSTRACT FROM AUTHOR]

Background: Collaboration is a crucial concept in learning and has the potential to foster learning. However, the fact that collaborative groups act with a common understanding in a common task brings many difficulties. Therefore, there is a need for group regulation and guidance to support effective group regulation in collaborative learning. On the other hand, the focus should be on the effect of group regulation guidance intervention on the improvement of both individual and group performance, modes of motivational regulation strategies, and the progression of group metacognition. Objectives: In this study, group regulation guidance approaches were developed to support the collaborative learning of Computer Science university students. The developed group regulation guidance approach consists of feedback and a feedforward mechanism. The purpose of this study was to examine the effectiveness of these approaches on academic performance, group regulation performance perception, self‐, co‐, and socially shared regulation of intrinsic motivation, and group metacognition levels. Methods: The study was patterned with a quasi‐experimental design. 65 students participated in the study, and various scales were used to collect data. Data were analysed using paired sample t‐tests, analysis of covariance, and multivariate analysis of covariance. Results and Conclusion: According to the research results, academic achievement showed an increase in the experimental groups after the intervention compared with the pre‐intervention. The group in which the feedforward‐supported regulation guidance approach was used showed better learning success. In the group using the feedback‐supported regulation guidance approach, better group regulation, motivational regulation strategies, and group metacognition scores were obtained. Modes of motivational regulation strategies and group metacognition scores differed according to the experimental groups. Implications: While the results provide important clues for teachers and instructional designers, the developed approaches can be used as a framework for different fields. Lay Description: What is already known about this topic: Collaboration has the potential to foster learning.There are many obstacles for collaborative groups to act with a common understanding in a common task.Collaborative learning requires group regulation and guidance to support effective group regulation. What this paper adds: Academic achievement increased in the experimental groups after the intervention.Feedforward‐based group regulation guidance approach provides better learning success.Feedback‐based group regulation guidance approach provides better group regulation and metacognition.Modes of motivational regulation and group metacognition differ according to the groups. Implications for practice and/or policy: Teachers and instructional designers should not only focus on feedback‐based regulation processes, but also consider feedforward processes to ensure academic performance.Feedback and feedforward‐based regulation guidance approach can help computer science students, who gain first‐hand experiences through active participation, to establish more effective social interaction in their professional projects. [ABSTRACT FROM AUTHOR]

Objective: The aim of this cost-effectiveness analysis was to estimate the monetary cost required to achieve a gain in health benefit. An analytic model to evaluate the cost-effectiveness of a topical medical device comprising a mixture of hyaluronic acid and amino acids (HA+AA medical device) (Vulnamin, Professional Dietetics SpA, Italy) as compared to standard of care (SoC) for hard-to-heal (chronic) wounds is presented. Method: Retrospective data was analysed from a cohort of patients as well as information from published literature. For each paper, the following information was extracted: number of patients enrolled in each treatment arm and the results of prespecified reviewed outcomes. Results: A total of six studies involving 378 patients were included in this pooled analysis. Findings showed that treatment with the HA+AA medical device has the potential to lower consumption of resources. With regards to wound healing, in both superficial and deep wounds, treatment benefits of the HA+AA medical device included: rapid wound size reduction; faster healing; reduction of dressing changes; reduced infection risk; and reduced treatment costs. Results showed the HA+AA medical device to be 32% more cost-effective than comparators in the treatment of hard-to-heal wounds (time horizon selected=six months). Conclusion: The findings of this analysis showed that treatment with the HA+AA medical device is a valid alternative to SoC care because it is cheaper, and its utility and effectiveness are greater. In addition, the results of the analysis showed a direct relationship between the time to complete healing and the increase in costs (increasing the period of time to reach complete healing increases the costs associated with the treatment). [ABSTRACT FROM AUTHOR]

Objective: To identify differences in the muscle mechanical properties of the pelvic floor (PF) and lumbar paravertebral (LP) muscles between young nulliparous and uni/multiparous women. Secondarily, specific behaviors, depending on the presence or absence or urinary incontinence (UI), were also researched. Design: Case–control study. Setting: Higher education institution. Participants: One hundred young women participated, divided into two groups depending on whether they had vaginal birth (nulliparous or uni/multiparous). Each group included women with and without UI. Main measures: A muscle mechanical properties (tone, stiffness, decrement—inverse of elasticity—, and viscoelastic properties: relaxation and creep) assessment of the PF and LP muscles were performed with a hand-held tonometer. Results: Tone and stiffness of both sides of the PF presented group by UI interaction (p < 0.05), with uni/multiparous women with UI showing higher tone and stiffness compared to multiparous women without UI. In LP muscles, uni/multiparous women showed greater tone and stiffness on the right and left sides [−2.57 Hz (95% confidence interval −4.42,−0.72) and −79.74 N/m (−143.52,−15.97); −2.20 Hz (−3.82,−0.58) and −81.30 N/m (−140.66-,21.95), respectively], as well as a decrease in viscoelastic properties compared to nulliparous women [relaxation: 2.88 ms (0.31,5.44); creep: 0.15 (0.01,0.30); relaxation: 2.69 ms (0.13,5.25); creep: 0.14 (0,0.28), respectively]. Conclusions: Vaginal birth and UI have a differential influence on the muscle mechanical properties of the PF and LP muscles. The determination of muscle mechanical properties by externally applied hand-held tonometry improves the knowledge of the lumbopelvic status, with applicability in clinical and research fields. [ABSTRACT FROM AUTHOR]

In a cluster randomized trial clusters of persons, for instance, schools or health centers, are assigned to treatments, and all persons in the same cluster get the same treatment. Although less powerful than individual randomization, cluster randomization is a good alternative if individual randomization is impossible or leads to severe treatment contamination (carry-over). Focusing on cluster randomized trials with a pretest and post-test of a quantitative outcome, this paper shows the equivalence of four methods of analysis: a three-level mixed (multilevel) regression for repeated measures with as levels cluster, person, and time, and allowing for unstructured between-cluster and within-cluster covariance matrices; a two-level mixed regression with as levels cluster and person, using change from baseline as outcome; a two-level mixed regression with as levels cluster and time, using cluster means as data; a one-level analysis of cluster means of change from baseline. Subsequently, similar equivalences are shown between a constrained mixed model and methods using the pretest as covariate. All methods are also compared on a cluster randomized trial on mental health in children. From these equivalences follows a simple method to calculate the sample size for a cluster randomized trial with baseline measurement, which is demonstrated step-by-step. [ABSTRACT FROM AUTHOR]

Safety concerns for women are prevalent and influence their likelihood to exercise outside. While some women modify their exercise behaviour due to safety concerns, others exercise outside more freely. In this paper, two experiments are reported with women runners to examine whether making their identity as a runner or a woman salient changed their self‐reported likelihood of exercising outside, sense of safety and personal safety anxiety. While study 1 (n = 153) found no significant experimental effect, it revealed a trend: women whose runner identity was made salient were more likely to self‐report their willingness to exercise outside than those in the gender identity condition. Study 2 (n = 236) was conducted to examine this trend further. The second study employed a larger sample size and a more robust manipulation of social identity salience. A significant effect of the experimental condition on women's sense of safety was observed. Specifically, women in the runner identity salience condition had significantly greater feelings of safety than women in the gender identity salience condition. A similar trend emerged for self‐reported likelihood to exercise outside. These findings corroborate prior research on the impact of identity salience on intention to engage in health behaviours. They contribute to the existing body of literature on the intricate interplay between women's physical activity intentions and safety concerns. Furthermore, these findings could aid in the development of interventions to increase women's physical activity levels. Please refer to the Supplementary Material section to find this article's Community and Social Impact Statement. [ABSTRACT FROM AUTHOR]

Background: Learning to use software using screencast videos with worked examples in the corresponding practice files presents a classic split‐attention problem that requires learners to mentally integrate information from the video with a target application. While there is evidence that splitting attention either temporally or spatially adversely impacts learning, it is unclear if there is a meaningful difference in the load imposed by splitting attention in different ways. Furthermore, while much is known about effective screencast design, little is known about how learning environment features, such as the monitor configuration, influence learning from this form of instruction. Objective: An experiment was conducted with 42 novice learners to compare the effects of two common monitor configurations that divided attention differently on three physiological measures of cognitive load. Methods: Effects due to the monitor setup were assessed using a 2 × 2 study design that controlled for task order and working memory capacity. In one condition, subjects split attention temporally by toggling back and forth between the video and target application on one monitor. In contrast, the other condition required subjects to split attention spatially by shifting their gaze between the video and target application displayed on two side‐by‐side monitors. Results and Conclusions: Results indicated that cognitive load as measured through task‐evoked pupil response was significantly higher, p < 0.05, for groups with two monitors during both instruction and testing, even after controlling for working memory capacity. Lay Description: What is currently known about the subject matter: Splitting attention between information sources negatively impacts learningInstructional media that splits attention temporally or spatially increases cognitive loadEnvironmental factors such as monitor configuration also contribute to cognitive loadPrior research suggests integrating the mutually referring information sources What the paper adds: Compares cognitive load in two monitor configurations designed to split attention differently – temporally and spatiallyCognitive load increased when attention was split spatially across two monitors during an encoding phaseCognitive load also increased when attention was split spatially across two monitors during a retrieval phaseWorking memory capacity did not explain variances in cognitive load Implications for practice: To reduce cognitive load, learners should consider working on one monitor while engaging with screencast software tutorials and the related practice filesFocus on studying worked examples in the video before attempting to replicate them in the practice filesWhen designing instructional videos, structure opportunities to practice closest to the point where they are taught in the video to avoid added cognitive load [ABSTRACT FROM AUTHOR]

Background: Virtual reality (VR) is becoming increasingly accessible and being utilized in various organizations to meet education and training needs. Despite its potential, research regarding VR applications has focused on measuring the effectiveness of VR programs relative to non‐VR programs; consequently, the ways in which VR programs are effective remain unclear. Objectives: Recognizing this research gap, this study examined whether task type‐dependent differences in training outcomes exist between VR training and non‐VR training groups. Methods: To examine the effects of VR technology for training purposes in a military setting, we conducted a quasi‐experiment focusing on how the effects vary based on task characteristics. A total of 90 military personnel were randomly assigned to either an experimental group (VR) or a control group (non‐VR). After completing their respective training, the two groups participated in four tasks simulating real battle scenarios and designed to evaluate the effectiveness of the VR‐based training. We analysed primary data collected through survey instruments and performance evaluation using a one‐way between‐group analysis of covariance (ANCOVA) and supplementary interview data using thematic analysis. Results and Conclusions: The quantitative analysis showed that the VR group performed better than the control group on three tasks in which communication, interaction and immediate situational judgements were critical. No difference was found between the two groups in the other task, which involved the routine operation of physical objects. Additional interview data revealed the extent to which trainees perceived the VR training as effective in understanding in‐situ conditions, preparing and practising their own and their team's reactions to emergent situations and in manipulating virtual objects. Implications: Our findings provide insight into VR technology's potential to enhance human performance in various training contexts. VR is specifically effective in training that aim to improve immediate judgement and group coordination. Our findings provide useful information for those seeking to design and develop training environments that maximize the effects of VR. Lay Description: What is already known about this topic: Virtual reality training is widely used to train personnel in high‐risk/cost occupations (e.g. surgeons and military personnel).Virtual reality education and training help to improve cognitive and affective function as well as psychomotor skills.The success of technology adoption depends on how well the task characteristics are aligned with technological characteristics. What this paper adds: The current study helps verify the generalizability of the TTF theory and provides an in‐depth framework that can be used to classify task types to optimize VR training.VR training programs are more effective when assigned tasks involve solving problems in groups and/or require spontaneous decision‐making than individual physical operations. Implications for practice and/or policy: When considering VR integration to an existing or new training program, the types of tasks to be designed in the program should be well‐aligned with the technological characteristics.At the organizational level, strategic adoption of VR in the training field should be initiated instead of replacing the existence of areas in current/traditional training (i.e. individual physical operation in this study). [ABSTRACT FROM AUTHOR]

Background: Leaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance. However, few studies have examined the effects of individual leaderboard elements on English vocabulary learning through video lectures. Objectives: The present study aimed to examine how different leaderboard elements (i.e., points and rank) may affect students' English vocabulary learning through video lectures. Methods: A total of 34 students were assigned to groups using different leaderboard elements in a counterbalanced order. Participants' motivation, eye movements, and learning performance were measured and analysed. Results and Conclusions: Students' leaderboard rank was shown to increase their motivation regardless of whether other elements were present. Eye movement tracking revealed that the presence of the leaderboard increased students' saccades between the questions and the options, and lengthened their dwell time on the learning materials while reducing their dwell time on the non‐learning‐related screen areas. Presenting students' rank alone also improved their learning performance. Implications: Our findings strongly support the use of video lectures for English vocabulary learning, with the following recommendations: (1) Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement; (2) Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance. Lay Description: What is already known about this topic: While learning English vocabulary from video lectures, students might experience low levels of motivation and engagement, and pay less attention to the lectures.Leaderboards are a highly popular gamification component used in student learning to enhance motivation, attentional engagement, and learning performance.It remains unclear which leaderboard elements (i.e., points or rank) contribute most significantly to the effectiveness of the leaderboards. What this paper adds: Leaderboard elements have different effects on English vocabulary learning.The rank on the leaderboard benefited students' motivation and engagement.The rank also enhances students' confidence and learning performance. Implications for practice and/or policy: Instructors should present students' rank on the leaderboard to enhance students' motivation and engagement.Instructors should present only the students' rank on the leaderboard to also enhance students' learning performance. [ABSTRACT FROM AUTHOR]

Background: Flipped classroom (FC) model has become increasingly popular in dental education (DE) with its strengths for students. However, major concerns are lack of interaction, unwillingness to complete the assignments, low engagement during the pre‐class activities because of an unwell‐designed instructional setting of FC. Objectives: The recent study aims to investigate the effects of video‐driven discussions integrated into the flipped classroom (VdDs‐FC) model on dental students' (DSs) learning achievement, practical performance, and higher‐order thinking skills in a restorative dentistry course. Methods: This study adopted a sequential explanatory design from mixed‐methods research. A total of 96 DSs participated in a dentistry faculty of Türkiye. They were randomly divided into two groups: VdDs‐FC group and the conventional flipped classroom (c‐FC) group. Results and conclusions: The results showed that the VdDs‐FC model had significant positive effects on the practical performance of DSs in practical subjects and their problem‐solving and critical thinking skills. However, there was no significant difference between the two groups in learning achievement and creativity. The use of FC in the c‐FC group did not lead to any difference in the students' achievements. Moreover, the qualitative results indicated that the VdDs‐FC model has the potential for enhancing peer learning, practical classroom activities, and higher‐order thinking skills. Implications: This study also includes several instructional implications and suggestions for educators, researchers, and practitioners on use of FC in dentistry. Lay Description: What is already known about this topic: Flipped learning has become a rapidly growing area of dentistry research.Discussion board could be beneficial to increasing dental students' higher order thinking skills, especially problem solving and critical thinking.Video‐driven discussions into flipped classroom provide several opportunities for practical performance in dental education, not for theoretical knowledge. What this paper adds: Video‐driven discussions into flipped classroom model is proposed.We compared two learning environments by including traditional flipped classroom.We found that the integrated model with flipped classroom can have a positive impact on students' achievement.Online discussions usage contributed to higher cognitive, affective, and behavioural learning outcomes.Based on interview data, the proposed model supports peer learning. Implications for practice and/or policy: Dental educators should integrated the digital discussion boards as out‐of‐class activities in the pre‐clinical dental training.From dental educators' perspective, they should be carefully trained in FC design (interaction elements, material design, integration with different methods, etc.).From instructional design perspective, micro videos should have case‐based or problem‐based activities to discuss.From learner perspective, an integration of the flipped classroom with different technologies could have a positive effect on increasing learning. [ABSTRACT FROM AUTHOR]

Background: Online collaborative learning has been widely adopted in the field of education. However, learners often find it difficult to engage in collaboratively building knowledge and jointly regulating online collaborative learning. Objectives: The study compared the impacts of the three learning approaches on collaborative knowledge building, group performance, socially shared regulation, behavioural engagement, and cognitive load in an online collaborative learning context. The first is the automatic construction of knowledge graphs (CKG) approach, the second is the automatic analysis of topic distribution (ATD) approach, and the third one is the traditional online collaborative learning (OCL) approach without any analytic feedback. Methods: A total of 144 college students participated in a quasi‐experimental study, where 48 students learned with the CKG approach, 48 students used the ATD approach, and the remaining 48 students adopted the OCL approach. Results and Conclusions: The findings revealed that the CKG approach could encourage collaborative knowledge building, socially shared regulation, and behavioural engagement in building knowledge better than the ATD and OCL approaches. Both the CKG and ATD approaches could better improve group performance than the OCL approach. Furthermore, the CKG approach did not increase learners' cognitive load, but the ATD approach did. Implications: This study has theoretical and practical implications for utilising learning analytics in online collaborative learning. Furthermore, deep neural network models are powerful for constructing knowledge graphs and analysing topic distribution. Lay Description: What is currently known about the subject matter: Online collaborative learning has been widely adopted in the field of education.Learners often find it difficult to engage in collaboratively building knowledge and jointly regulating collaborative learning. What the paper adds to this: This study compared the impacts of three learning approaches, namely, the automatic construction of knowledge graphs (CKG), the automatic analysis of topic distribution (ATD), and the traditional online collaborative learning (OCL) approach.The findings revealed that the CKG approach could encourage collaborative knowledge building, socially shared regulation, and behavioral engagement in building knowledge better than the ATD and OCL approaches. Both the CKG and ATD approaches could better improve group performance than the OCL approach. Furthermore, the CKG approach did not increase learners' cognitive load, but the ATD approach did. Implications of study findings for practitioners: It is strongly recommended that the CKG approach can be employed to enhance collaborative knowledge building, socially shared regulation, and behavioral engagement in building knowledge in an online collaborative learning context. Both the CKG and ATD approaches contribute to improving group performance.Deep neural network models are powerful for constructing knowledge graphs and analysing topic distribution. [ABSTRACT FROM AUTHOR]

Background: Critical thinking and argumentative writing are considered complex but essential skills for learners. However, few studies have examined how instructions can be designed to optimize the development of such skills simultaneously. Contextualized in flipped language classrooms, this study aimed to develop an instructional innovation for English as a foreign language (EFL) learners. Objectives: This study investigated the effects of an annotation‐supported Socratic questioning (ASSQ) approach as a flipped classroom enhancement on students' argumentative writing and critical thinking in an EFL writing course. Methods: Fifty students from two classes participated in the study, and they were randomly assigned to an experimental group and a comparison group. Following an 8‐week flipped learning curriculum, the experimental group learned with the proposed ASSQ approach in the enhanced flipped classroom, while the comparison group was exposed to the traditional flipped classroom. Students' argumentative writing performance was evaluated with their argumentative essays using a researcher‐developed writing rubric, and their critical thinking skills were assessed using the California Critical Thinking Skills Test. Results: Both groups significantly improved their argumentative writing, and the experimental group also significantly outperformed the comparison group after learning through the proposed approach. While the two groups had no significant difference in critical thinking skills, the within‐group comparison results revealed that the experimental group made significant improvements due to the instructional intervention. Implications: The ASSQ approach could enhance the flipped classroom in regard to the teaching of argumentative writing, whereas it bears only limited impact on critical thinking. Overall, the positive effect of the proposed approach on enhancing English learners' argumentative writing performance was mainly attributed to the combined affordances of Socratic questioning and a social annotation tool to scaffold the students' thinking through verbal articulation, and to visualize their thinking with social annotations throughout the flipped learning process. Lay Description: What is already known about this topic: Recent research has indicated that flipped classrooms can provide a more engaging context for encouraging active learning of students than traditional lecture‐based classrooms.Socratic questioning, which uses thought‐provoking questioning prompts to guide discussions, has been shown to be an active learning strategy to foster students' critical thinking skills.Social annotation tools are helpful in facilitating students' active learning in reading and comprehension. What this paper adds: This study proposed an annotation‐supported Socratic questioning (ASSQ) approach, merging the use of a social annotation tool and an active learning strategy, to enhance the instructional design of flipped language classrooms for English learners.Under the flipped learning conditions, the experimental group who learned with the ASSQ approach significantly outperformed the comparison group without this aid in argumentative writing performance.Under the flipped learning conditions, the proposed ASSQ approach could help both groups of students make satisfactory improvement in critical thinking skills, but there was no significant difference between the groups. Implications for practice: The combination of a social annotation tool and Socratic questioning into an integrated active learning approach can be applied to effectively flip argumentative writing courses for English learners.The proposed ASSQ approach can be adopted in longitudinal studies to explore its potential effect on critical thinking. [ABSTRACT FROM AUTHOR]

Game-based learning (GBL) is widely utilised in various domains and continues to receive interest and attention from researchers and practitioners alike. However, there is still a lack of empirical evidence concerning its effectiveness, making GBL evaluation a critical undertaking. This paper proposes an integrated approach for planning and executing GBL evaluation studies and presents its application by evaluating the effectiveness of a GBL approach to improve the Arabic reading skills of migrant refugee children in an informal learning setup. The study focuses on how children's age group, learning modality preference, and prior mobile experience affect their learning, usability, and gameplay performance. A quasi-experiment with a one-group pretest-posttest design was conducted with 30 children (5–10 years old) from migrant refugee backgrounds. The results show a statistically significant improvement in their reading assessment score. The results also outline a clear impact of children's age groups on their learning gain, usability score, and total levels played. Moreover, learning modality preference and prior mobile experience both had a statistically significant effect related to usability and gameplay performance parameters. However, no effect was found on learning gain. Based on the findings, some design recommendations are suggested for more inclusive design focusing on user characteristics. [ABSTRACT FROM AUTHOR]

Historical buildings are important assets that carry significant cultural and historical value. However, many of them become weathered over time and remain in poor condition with serious material degradation. This paper presents a nondestructive health assessment method by creating nonuniform finite element calculating units and then updating the Young's modulus by classifying the recombination with the modified Covariance Matrix Adaption Evolution Strategy algorithm. The method considers higher-dimensional parameters, which makes the results of finite element analysis more detailed. In addition, the method controls the updating step size, which avoids the need to sample at boundary positions and helps determine the location of damage and extent of degradation for large and complex historical brick masonry buildings. The method is validated through a case study of Minzhong Plaza. The results demonstrate that the modified Covariance Matrix Adaption Evolution Strategy method can accurately identify and quantify material deterioration in complex historical structures. • Technique of using 3D solid lines for nonuniform finite element modeling. • Improved CMAES algorithm for finite element model updating. • This method improves calculation accuracy by avoiding sampling at boundary positions. • Updating Young's modulus to determine degradation. • Non-destructive structural health assessment of historical building. [ABSTRACT FROM AUTHOR]

Introduction: The coronavirus disease pandemic has worsened psychological distress in people experiencing homelessness (PEH). This study evaluates the impact of learning the Bhagavad Gita versus engaging in Kuchipudi dance on reducing psychological distress in PEH in Chennai and Dhanbad, India. Methods and analysis: Participants will be allocated into Bhagavad Gita, Kuchipudi dance, Both interventions, or Control groups. The Kessler scale (K10) score, representing the primary outcome, will be measured at four time points: one day before intervention, one day after intervention completion, 40 days post-intervention, and 1 year post-intervention. The K10 scores will be analyzed using the Generalized Estimating Equation framework. Additionally, subgroup analysis based on participant demographics (e.g., age, education, religion, employment) will be conducted to explore potential differential effects using analysis of covariance. Statistical significance will be determined at p < 0.05 (two-tailed). Dissemination: After study completion, findings will be shared at conferences, in peer-reviewed journals, and with stakeholders and community groups. Authorship will be granted to contributing researchers, with acknowledgment for others. The dataset will be publicly available upon publication. Efforts will be made to communicate results through infographics, plain language summaries, and tailored strategies, including community meetings and digital platforms, to engage and empower PEH in decision-making. Trial registration: The trial has been registered with the Clinical Trials Registry of India (registration number: CTRI/2022/12/048416). [ABSTRACT FROM AUTHOR]

The heterogeneity of posttraumatic stress disorder (PTSD) is an obstacle to both understanding and therapy, and this has prompted a search for internally homogeneous neuroradiological subgroups within the broad clinical diagnosis. We set out to do this using the individual differential structural covariance network (IDSCN). We constructed cortical thickness‐based IDSCN using T1‐weighted images of 89 individuals with PTSD (mean age 42.8 years, 60 female) and 89 demographically matched trauma‐exposed non‐PTSD (TENP) controls (mean age 43.1 years, 63 female). The IDSCN metric quantifies how the structural covariance edges in a patient differ from those in the controls. We examined the structural diversity of PTSD and variation among subtypes using a hierarchical clustering analysis. PTSD patients exhibited notable diversity in distinct structural covariance edges but mainly affecting three networks: default mode, ventral attention, and sensorimotor. These changes predicted individual PTSD symptom severity. We identified two neuroanatomical subtypes: the one with higher PTSD symptom severity showed lower structural covariance edges in the frontal cortex and between frontal, parietal, and occipital cortex—regions that are functionally implicated in selective attention, response selection, and learning tasks. Thus, deviations in structural covariance in large‐scale networks are common in PTSD but fall into two subtypes. This work sheds light on the neurobiological mechanisms underlying the clinical heterogeneity and may aid in personalized diagnosis and therapeutic interventions. [ABSTRACT FROM AUTHOR]

Background: Research on the relationship between dietary phytochemical intake and the anthropometric indices as well as the diabetic foot ulcers (DFUs) remains inconsistent. We aimed to investigate the associations of dietary phytochemical index (DPI) with the novel anthropometric indices and the severity of DFUs. Methods: This cross-sectional study was conducted on 339 adults with type 2 diabetes. Dietary intake was assessed using three 24-hour dietary recalls. To quantify the phytochemical content of the diet, the DPI estimation was done through an equation proposed by McCarty. The International Working Group on the Diabetic Foot (IWGDF) criteria and Wagner classification system were applied to assess DFUs. New anthropometric indices including a body shape index (ABSI), body roundness index (BRI) and abdominal volume index (AVI) were calculated based on formulas. We employed analysis of variance (ANOVA), analysis of covariance (ANCOVA) and logistic regression to explore associations between DPI and the anthropometric indices and DFU variables. Results: Our results revealed no significant association between DPI and the foot ulcer indices, following adjusting for the possible covariates. Furthermore, we also examined the relationship between diabetic neuropathy, as measured by monofilament score, and the DPI. Similarly, we did not find any substantial relationship between the DPI and monofilament score (OR: 1.18; 95% CI: 0.66–2.09; Ptrend = 0.56), as well as biochemical indices. Our analysis did not reveal any significant associations between the DPI and ABSI (OR: 0.70; 95% CI: 0.35–1.38; Ptrend = 0.30), BRI (OR: 0.80; 95% CI: 0.33–1.95; Ptrend = 0.59), and AVI (OR: 1.99; 95% CI: 0.92–4.33; Ptrend = 0.08). Conclusions: Our study revealed no significant links between the DPI and foot ulcer indices, neuropathy measures, and anthropometric indices. These findings imply that factors beyond dietary phytochemical intake may exert greater influence on the development of foot ulcers in diabetes. [ABSTRACT FROM AUTHOR]