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1. How Artificial Intelligence (AI) Impacts Inclusive Education

Author

Gabriel Julien

Abstract

Since artificial intelligence (AI) is extensively used in the field of education, it presents various opportunities in teaching and learning. In education, AI is chiefly used to impart knowledge, stimulate comprehension, heighten intelligence, and is treasured as support in learning. It is also instrumental in empowering and inspiring students. The emergence of AI also has a positive impact on inclusive education. Because these technologies can potentially transform teaching and learning, it is important to understand how they can be used to further support inclusive education. This non-empirical research analyzed some advantages and challenges of incorporating AI in teaching and learning and highlighted how it influences inclusion. Based on the literature, some of the advantages of AI are improved performance of students, motivation, and encouragement of students. This review also identified some challenges associated with the use of AI for inclusive education, such as technological difficulties, poor connectivity, pedagogical issues, and limitations of the database. Some recommendations are proposed to address these challenges. This research can assist educators, parents, students, government officials, and policymakers in making proper decisions on the effective use of AI and inclusion.

Published
2024

2. The Mediating Role of Learning Analytics: Insights into Student Approaches to Learning and Academic Achievement in Latin America

Author

Esteban Villalobos, Isabel Hilliger, Carlos Gonzalez, Sergio Celis, Mar Pérez-Sanagustín, and Julien Broisin

Abstract

Researchers in learning analytics have created indicators with learners' trace data as a proxy for studying learner behaviour in a college course. Student Approaches to Learning (SAL) is one of the theories used to explain these behaviours, distinguishing between deep, surface, and organized study. In Latin America, researchers have demonstrated that organized approaches to learning could be more effective in higher education, leading to better performance and course approval. However, further analysis of student behavioural data is needed to understand this relationship and inform interventions targeting study habits and academic performance. In this study, we analyzed the relationship between student approaches to learning and their final grade in six college courses, using behavioural trace data as a mediator variable. Specifically, we conducted a quantitative study in two Latin American institutions where data of different granularity was collected from their Learning Management Systems. We observed that most learning analytics indicators do not mediate the effect between approaches to learning and course performance. However, there was evidence for fine-grained indicators acting as total mediators. Implications are discussed at methodological and pedagogical levels, aiming to inform the advancement of learning analytics in the region and its use for supporting student learning.

Published
2024

3. Recruitment and Attrition for Panel Surveys of Hard-to-Reach Populations: Some Lessons from a Longitudinal Study on Undocumented Migrants

Author

Aline Duvoisin, Jan-Erik Refle, Claudine Burton-Jeangros, Liala Consoli, Julien Fakhoury, and Yves Jackson

Abstract

Conducting research among hard-to-reach populations is a difficult endeavor because some of their characteristics are known to be associated with survey nonresponse and panel attrition. In the case of the Parchemins study, which followed undocumented migrants over their process of regularization and during the first years of regularized life in Geneva, we underscore the difficulties in recruiting and keeping respondents who come from such a hard-to-reach population. Factors hindering their participation include the fear of being denounced as undocumented, missing time due to high workload, health issues, or language problems. Using unique data from the recruitment and the follow-up processes, we demonstrate that investing high resources and time is particularly beneficial to reach such a population and to reduce attrition over successive data collection waves. In addition, we present the strategies adopted to draw a convenient sample from our targeted population, which mainly relies on generating trust.

Published
2024
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4. Impact of a University Teaching of Integrative Medicine on the Social Representations of Undergraduate Medical Students

Author

Julien Poimboeuf, Éric Mener, Laure Fiquet, and Pierric Renaut

Abstract

Integrative medicine, need to be inoffensive, effective, and of quality (World Health Organization). In 2010, the American Society of Teachers of Family Medicine approved 19 competencies for teaching integrative medicine to residents. In 2018, the University of Rennes created a course: "Integrative Medicine and Complementary Therapies". Up until then, the only feedback from the courses was the students' opinions. We investigated the impact on medical students' social representation.We performed a sociological analysis of students' social representations before and after the course. The social representation is based on the way an individual creates his or her universe of beliefs and ideas. After hearing, "What word or group of words comes to mind when you hear people speak of integrative medicine and complementary therapies?", students were asked to provide 5 words/phrases, rank their importance, and show their attitude towards these words/phrases. The frequency and importance of these words/phrases were used to construct social representations (with central cores, and primary and secondary peripheries) before and after the course.Among the 101 students registered, 59 provided complete responses before and 63 after the course. Before, the central core comprised "hypnosis" and "alternative medicine", while after: "complementary care" and "global care". We only identified first periphery before the course: "acupuncture" and "homeopathy". 4 new contrasting elements: "integration with conventional treatment", "patient's choice", "personalisation of care", and "caring relationship of trust".This teaching course positively affected students' social representation of integrative medicine, and might promote their use during future practices.

Published
2024
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5. Current state of plant conservation translocations across Europe: motivations, challenges and outcomes

Author

Godefroid, Sandrine, Lacquaye, Sam, Ensslin, Andreas, Dalrymple, Sarah, Abeli, Thomas, Branwood, Hannah, Ferrando Pardo, Inmaculada, Ferrer Gallego, P. Pablo, Zippel, Elke, Gouveia, Luísa, Lobo, Carlos Alberto, Fernandes, Francisco, Rasp, Marion, Daco, Laura, Séleck, Maxime, Frankard, Philippe, Fischer, Leonie K., Koutsovoulou, Katerina, Finger, Aline, Valkó, Orsolya, Garfi, Giuseppe, Španiček, Branka, Bürli, Sarah, Dickenmann, Regula, Jones, Johanna, Guyonneau, Julien, Papuga, Guillaume, De Vitis, Marcello, Fenu, Giuseppe, Van Rossum, Fabienne, Cogoni, Donatella, Foster, Gail, Julien, Margaux, Piqueray, Julien, Vít, Petr, Bonnet, Véronique, Carta, Angelino, Descombes, Patrice, Lazarević, Maja, Müller, Norbert, Orsenigo, Simone, Ravera, Sonia, Sild, Mari, Smyth, Sarah, Wagner, Thomas C., Walisch, Tania, Ballian, Dalibor, Cambria, Vito Emanuele, Colas, Bruno, Dixon, Lara, Draper, David, Froidevaux, Viviane, Pagitz, Konrad, Pánková, Hana, Pankhurst, Tim, Preston, Jamie, Prunier, Patrice, Saura-Mas, Sandra, Sartori, Karin, Socher, Stephanie A., Stanik, Nils, Wunderli, Anna, Nikowitz, Tanja, and White, Fiona Jane

Published
2025
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6. Left ventricular diastolic dysfunction is prevalent but not associated with mortality in patients with septic shock

Author

Vignon, Philippe, Charron, Cyril, Legras, Annick, Musset, Frédérique, Slama, Michel, Prat, Gwenaël, Silva, Stein, Vandroux, David, Müller, Grégoire, Levy, Bruno, Boissier, Florence, Evrard, Bruno, Goudelin, Marine, Mankikian, Stéfan, NAY, Mai-Anh, Jabot, Julien, Riu, Béatrice, Bailly, Pierre, Maizel, Julien, Léger, Julie, and Vieillard-Baron, Antoine

Published
2025
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7. A ganglioside-based immune checkpoint enables senescent cells to evade immunosurveillance during aging

Author

Iltis, Charlène, Moskalevska, Iryna, Debiesse, Antoine, Seguin, Laetitia, Fissoun, Christina, Cervera, Ludovic, Moudombi, Lyvia, Ardin, Maude, Ferrari, Anthony, Eliott, Coline, Pisani, Didier, Ottaviani, Alexandre, Bourinet, Manon, Luci, Carmelo, Gual, Philippe, Makulyte, Gabriela, Bernard, David, Durandy, Manon, Duret, Lou C., Hamidouche, Tynhinane, Kunz, Sarah, Croce, Olivier, Delannoy, Clément, Guérardel, Yann, Allain, Fabrice, Hofman, Paul, Benarroch-Popivker, Delphine, Bianchini, Laurence, Dadone-Montaudie, Berengère, Cosson, Estelle, Guglielmi, Julien, Pourcher, Thierry, Braud, Véronique M., Shkreli, Marina, Pers, Yves-Marie, Jorgensen, Christian, Brondello, Jean-Marc, Féral, Chloé C., Michallet, Marie-Cécile, Gilson, Eric, and Cherfils-Vicini, Julien

Published
2024
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8. Embolization with gelatin foam in the management of vascularized retained products of conception: a multicenter study by the French Society of Cardiovascular Imaging

Author

Ghelfi, Julien, Marcelin, Clément, Buisson, Alexandre, Mathieu, Eliott, Sentilhes, Loic, Thubert, Thibault, Boizet, Antoine, Midulla, Marco, Kovacsik, Hélène, Caudron, Sébastien, Thouveny, Francine, Barat, Maxime, Frandon, Julien, Barral, Pierre-Antoine, Delouche, Aurélie, and David, Arthur

Published
2024
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9. Making the Student Experience Everybody's Business: Cultivating Collaboration in the Exosphere

Author

Christopher Bridge, Dell Horey, Brianna Julien, Belinda Thompson, and Birgit Loch

Abstract

It has long been recognised that a key element in improving student transition, retention and success in higher education is cross-institutional consistency and unity of action among disparate academic, policy and support units. However, transferring this principle into practice often requires overcoming departmental silos, negotiating shared understandings of key concepts, and establishing patterns of cross-institutional collaboration in spaces where this may have been lacking. This study examines the effect of a program of supported communities of practice among teaching academics that sought to improve the culture of learning and teaching in a large science, health and engineering faculty in an Australian university. We found indications that these communities of practice promoted collaboration by functioning as loci of cross-institutional consultation and coordination, providing the basis for an enhanced student experience. We interpret this finding through the lens of Bronfenbrenner's ecological model of development, and propose an approach based on academic communities of practice as a way of building cross-institutional unity of action and making the student experience everybody's business.

Published
2024

10. Supporting Decision-Making for Promoting Teaching and Learning Innovation: A Multiple Case Study

Author

Iouri Kotorov, Yuliya Krasylnykova, Mar Pérez-Sanagustín, Fernanda Mansilla, and Julien Broisin

Abstract

The quality of the data and the amount of correct information available is key to informed decision-making. Higher education institutions (HEIs) often employ various decision support systems (DSSs) to make better choices. However, there is a lack of systems to assist with decision-making to promote innovation in teaching and learning. In this study, we evaluate an analytic tool called PROF-XXI that supports strategic decision-making of teaching and learning centres (TLCs) by identifying their competencies in teaching and learning innovation. Through a multiple case study conducted with three Latin American universities and supported by quantitative and qualitative data, we observed how this tool is used and how it facilitates strategic decision-making. Our findings indicate that the tool is accessible, user-friendly, and effective in 1) initiating identification and systematic reflection of institutional competency levels in teaching and learning innovation, 2) enhancing understanding of strengths and weaknesses as well as identifying opportunities for innovation, 3) supporting TLCs with short- and long-term decision-making, and 4) continuously evaluating their strategies, programs, and initiatives. This research can benefit policymakers in higher education who are involved in measuring institutional competencies to improve teaching quality or in making strategic decisions related to teaching and learning innovation.

Published
2024

11. Examining the Effects of Socioeconomic Status Indicators on the Association between Growth Mindset and Sense of Belonging to School

Author

Julien Bakchich, Nele Claes, Arnaud Carré, and Annique Smeding

Abstract

In school settings, students' mindset about intelligence (i.e., fixed versus growth mindset) and their sense of belonging to school (SBS) have both been shown to predict academic attainment. However, these constructs have rarely been examined together although both were found to be impacted by students' socioeconomic status (SES). Across the literature, findings are inconsistent concerning this moderating effect of SES. In the present preregistered study, we used data from the French sample of the Programme for International Student Assessment 2018 (PISA; N = 6308) to examine whether growth mindset positively predicted SBS and whether this association was moderated by students' SES. Results showed that growth mindset was positively associated with SBS. On the confirmatory linear regression analyses, we found no moderation effect of any of the SES indicators on the association between growth mindset and SBS. However, pre-registered supplementary multigroup analyses showed descriptively that this association was stronger for high than for low SES students and notably when SES indicators concerned family financial resources. Limitations of this research and perspectives for future studies are discussed, with a focus on why the literature should care about the different meanings and consequences of SES indicators.

Published
2024
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12. In-Between Child and World: Educational Responsibility with and against Arendt

Author

Julien Kloeg and Liesbeth Noordegraaf-Eelens

Abstract

A key aspect of the educator's responsibility as understood by Hannah Arendt is its dual character. Educators are responsible for both the life and development of the child and the continuance of the world, as Arendt puts it in "The Crisis in Education." Moreover, these aspects of responsibility are in tension with each other. Arendt's own accounts of responsibility in her political writings are, in a similar way, riddled with tension. What should we conclude from this about the nature of educational responsibility? To address this question, Julien Kloeg and Liesbeth Noordegraaf-Eelens first reconstruct the meaning of responsibility in Arendt's political writings. They find a broad distinction between political responsibility and personal responsibility: the former consists in contributing to a community (by extension, the world), and the latter in the "two-in-one" of silent self-dialogue. While political responsibility is close to Arendt's description of the responsibility of the educator (for the continuance of the world), personal responsibility does not find an obvious home in her educational thought. From this ambiguous situation of education and Arendt's own theme of the "in-between" arises the possibility of introducing a concept of educational responsibility that further develops Arendt's position. Kloeg and Noordegraaf-Eelens's concept of educational responsibility suggests a theory and practice of navigating tensions between conflicting commitments. In their view, this is both an appropriate extension and reform of Arendt's educational work and an insight that does justice to the practical situation of educators in the modern world.

Published
2024
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16. Interleukin-15-armoured GPC3 CAR T cells for patients with solid cancers

Author

Steffin, David, Ghatwai, Nisha, Montalbano, Antonino, Rathi, Purva, Courtney, Amy N., Arnett, Azlann B., Fleurence, Julien, Sweidan, Ramy, Wang, Tao, Zhang, Huimin, Masand, Prakash, Maris, John M., Martinez, Daniel, Pogoriler, Jennifer, Varadarajan, Navin, Thakkar, Sachin G., Lyon, Deborah, Lapteva, Natalia, Zhuyong, Mei, Patel, Kalyani, Lopez-Terrada, Dolores, Ramos, Carlos A., Lulla, Premal, Armaghany, Tannaz, Grilley, Bambi J., Gottschalk, Stephen, Dotti, Gianpietro, Metelitsa, Leonid S., Heslop, Helen E., Brenner, Malcolm K., Sumazin, Pavel, and Heczey, Andras

Published
2025
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25. Clinical impact of an explainable machine learning with amino acid PET imaging: application to the diagnosis of aggressive glioma

Author

Ahrari, Shamimeh, Zaragori, Timothée, Zinsz, Adeline, Hossu, Gabriela, Oster, Julien, Allard, Bastien, Al Mansour, Laure, Bessac, Darejan, Boumedine, Sami, Bund, Caroline, De Leiris, Nicolas, Flaus, Anthime, Guedj, Eric, Kas, Aurélie, Keromnes, Nathalie, Kiraz, Kevin, Kuijper, Fiene Marie, Maitre, Valentine, Querellou, Solène, Stien, Guilhem, Humbert, Olivier, Imbert, Laetitia, and Verger, Antoine

Published
2025
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27. Widespread occurrence and relevance of phosphate storage in foraminifera

Author

Glock, Nicolaas, Richirt, Julien, Woehle, Christian, Algar, Christopher, Armstrong, Maria, Eichner, Daniela, Firrincieli, Hanna, Makabe, Akiko, Govindankutty Menon, Anjaly, Ishitani, Yoshiyuki, Hackl, Thomas, Hubert-Huard, Raphaël, Kienast, Markus, Milker, Yvonne, Mutzberg, André, Ni, Sha, Okada, Satoshi, Rakshit, Subhadeep, Schmiedl, Gerhard, Steiner, Zvi, Tame, Akihiro, Zhang, Zhouling, and Nomaki, Hidetaka

Published
2025
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29. Cell state-dependent allelic effects and contextual Mendelian randomization analysis for human brain phenotypes

Author

Haglund, Alexander, Zuber, Verena, Abouzeid, Maya, Yang, Yifei, Ko, Jeong Hun, Wiemann, Liv, Otero-Jimenez, Maria, Muhammed, Louwai, Feleke, Rahel, Nott, Alexi, Mills, James D., Laaniste, Liisi, Gveric, Djordje O., Clode, Daniel, Babtie, Ann C., Pagni, Susanna, Bellampalli, Ravishankara, Somani, Alyma, McDade, Karina, Anink, Jasper J., Mesarosova, Lucia, Fancy, Nurun, Willumsen, Nanet, Smith, Amy, Jackson, Johanna, Alegre-Abarrategui, Javier, Aronica, Eleonora, Matthews, Paul M., Thom, Maria, Sisodiya, Sanjay M., Srivastava, Prashant K., Malhotra, Dheeraj, Bryois, Julien, Bottolo, Leonardo, and Johnson, Michael R.

Published
2025
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30. Bridging pediatric and adult IgAN: challenges in applying proteinuria-driven recommendations in the new IPNA guidelines

Author

Cambier, Alexandra, Dossier, Claire, Lapeyraque, Anne-Laure, Phan, Véronique, Laroche, Camille, Abukasm, Karma, Benoit, Genevieve, Roy, Jean-Philippe, Hogan, Julien, Boyer, Olivia, Monteiro, Renato, Licht, Christophe, Goodyer, Paul, Downie, Mallory, Bouts, Antonia, Boutaba, Mounia, Ulinski, Tim, Troyanov, Stéphan, and Haas, Mark

Published
2025
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31. Intracerebroventricular anaerobic dopamine in Parkinson’s disease with l-dopa-related complications: a phase 1/2 randomized-controlled trial

Author

Moreau, Caroline, Odou, Pascal, Labreuche, Julien, Demailly, Alexandre, Touzet, Gustavo, Reyns, Nicolas, Gouges, Bastien, Duhamel, Alain, Barthelemy, Christine, Lannoy, Damien, Carta, Natacha, Palas, Benjamin, Vasseur, Michèle, Marchand, Felix, Ollivier, Thomas, Leclercq, Céline, Potey, Camille, Ouk, Thavarak, Baigne, Simon, Dujardin, Kathy, Carton, Louise, Rolland, Anne Sophie, Devedjian, Jean Christophe, Foutel, Véronique, Deplanque, Dominique, Fisichella, Matthieu, and Devos, David

Published
2025
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34. Improving microbial phylogeny with citizen science within a mass-market video game

Author

Sarrazin-Gendron, Roman, Ghasemloo Gheidari, Parham, Butyaev, Alexander, Keding, Timothy, Cai, Eddie, Zheng, Jiayue, Mutalova, Renata, Mounthanyvong, Julien, Zhu, Yuxue, Nazarova, Elena, Drogaris, Chrisostomos, Erhart, Kornél, Brouillette, Amélie, Richard, Gabriel, Pitchford, Randy, Caisse, Sébastien, Blanchette, Mathieu, McDonald, Daniel, Knight, Rob, Szantner, Attila, and Waldispühl, Jérôme

Published
2025
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43. Spiral volumetric optoacoustic tomography of reduced oxygen saturation in the spinal cord of M83 mouse model of Parkinson’s disease

Author

Combes, Benjamin F., Kalva, Sandeep Kumar, Benveniste, Pierre-Louis, Tournant, Agathe, Law, Man Hoi, Newton, Joshua, Krüger, Maik, Weber, Rebecca Z., Dias, Inês, Noain, Daniela, Dean-Ben, Xose Luis, Konietzko, Uwe, Baumann, Christian R., Gillberg, Per-Göran, Hock, Christoph, Nitsch, Roger M., Cohen-Adad, Julien, Razansky, Daniel, and Ni, Ruiqing

Published
2025
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