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Context: The retraction of research papers, for whatever reason, is a growing phenomenon. However, although retracted paper information is publicly available via publishers, it is somewhat distributed and inconsistent., Objective: The aim is to assess: (i) the extent and nature of retracted research in Computer Science (CS) (ii) the post-retraction citation behaviour of retracted works and (iii) the potential impact upon systematic reviews and mapping studies., Method: We analyse the Retraction Watch database and take citation information from the Web of Science and Google scholar., Results: We find that of the 33,955 entries in the Retraction watch database (16 May 2022), 2,816 are classified as CS, i.e., ≈ 8%. For CS, 56% of retracted papers provide little or no information as to the reasons. This contrasts with 26% for other disciplines. There is also some disparity between different publishers, a tendency for multiple versions of a retracted paper to be available beyond the Version of Record (VoR), and for new citations long after a paper is officially retracted (median = 3; maximum = 18). Systematic reviews are also impacted with ≈ 30% of the retracted papers having one or more citations from a review., Conclusions: Unfortunately, retraction seems to be a sufficiently common outcome for a scientific paper that we as a research community need to take it more seriously, e.g., standardising procedures and taxonomies across publishers and the provision of appropriate research tools. Finally, we recommend particular caution when undertaking secondary analyses and meta-analyses which are at risk of becoming contaminated by these problem primary studies., Competing Interests: The authors have declared that no competing interests exist., (Copyright: © 2023 Shepperd, Yousefi. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.)

This article reports our experience in developing a computerized cognitive assessment method in a nurse-led clinic. The assessment and report-writing time and the accuracy of using a computer as an assessment medium were compared with assessments that use the traditional pencil-and-paper method. The attitudes of professionals and service users toward the computerized approach were also collected. The results found that the computerized approach not only helped to reduce the time spent making assessments and writing reports but also improved the accuracy of the assessment when compared with the pencil-and-paper method. Most of the professionals and service users who were interviewed responded positively toward computerized assessments. The experience gained in this study will also help us to standardize our assessment procedures, promote communication among members of the clinical team, and facilitate data management and clinical research.

Clinical reasoning competency is essential for an appropriate clinical dental treatment. Among the tools for the assessment of clinical reasoning competency, computer-based testing (CBT) is considered more useful than paper-based testing (PBT), because teachers can control the timing of information given to the examinees. Such timings could possibly affect the thinking process of examinees. However, few studies reported differences of reasoning between the two testing modes. In the present study, we developed an assessment of clinical reasoning and applied it using CBT and PBT to compare the examinees' performance. The participants comprised 60 students in the fifth-year class in 2012 of the School of Dentistry, Faculty of Dentistry, Tokyo Medical and Dental University. The tests comprised 25 problems, each with four questions, totaling 100 questions. The contents of the questions were the same in CBT and PBT. The students were assigned to CBT (Group C, n = 30) and PBT (Group P, n = 30) groups, with an almost equal gender ratio in the groups. The difference between scores was analyzed with a univariate analysis of variance. No significant intergroup differences were found regarding the test duration, total score, and average score of each question. The number of problems with perfect marks was higher in Group P than in Group C (P < 0.05), probably because Group P students could access the information of the previous question (s) within a problem. Thus, the differences of the examinees' performance between the two testing modes were small.

Unlabelled: CONSTRUCT: In this study, we examine the differences in test performance between the paper-based and the computer-based version of the Berlin formative Progress Test. In this context it is the first study that allows controlling for students' prior performance., Background: Computer-based tests make possible a more efficient examination procedure for test administration and review. Although university staff will benefit largely from computer-based tests, the question arises if computer-based tests influence students' test performance., Approach: A total of 266 German students from the 9th and 10th semester of medicine (comparable with the 4th-year North American medical school schedule) participated in the study (paper = 132, computer = 134). The allocation of the test format was conducted as a randomized matched-pair design in which students were first sorted according to their prior test results. The organizational procedure, the examination conditions, the room, and seating arrangements, as well as the order of questions and answers, were identical in both groups., Results: The sociodemographic variables and pretest scores of both groups were comparable. The test results from the paper and computer versions did not differ. The groups remained within the allotted time, but students using the computer version (particularly the high performers) needed significantly less time to complete the test. In addition, we found significant differences in guessing behavior. Low performers using the computer version guess significantly more than low-performing students in the paper-pencil version., Conclusions: Participants in computer-based tests are not at a disadvantage in terms of their test results. The computer-based test required less processing time. The reason for the longer processing time when using the paper-pencil version might be due to the time needed to write the answer down, controlling for transferring the answer correctly. It is still not known why students using the computer version (particularly low-performing students) guess at a higher rate. Further studies are necessary to understand this finding.

Background: Given the increasing popularity of reading from screens, it is not surprising that numerous studies have been conducted comparing reading from paper and electronic sources. The purpose of this systematic review and meta-analysis is to consolidate the findings on reading performance, reading times and calibration of performance (metacognition) between reading text from paper compared to screens. Methods: A systematic literature search of reports of studies comparing reading from paper and screens was conducted in seven databases. Additional studies were identified by contacting researchers who have published on the topic, by a backwards search of the references of found reports and by a snowball search of reports citing what was initially found. Only studies that were experiments with random assignment and with participants who had fundamental reading skills and disseminated between 2008 and 2018 were included. Twenty-nine reports with 33 identified studies met inclusion criteria experimentally comparing reading performance (k = 33; n = 2,799), reading time (k = 14; n = 1,233) and/or calibration (k = 11; n = 698) from paper and screens. Results: Based on random effects models, reading from screens had a negative effect on reading performance relative to paper (g = -0.25). Based on moderator analyses, this may have been limited to expository texts (g = -0.32) as there was no difference with narrative texts (g = -0.04). The findings were similar when analysing literal and inferential reading performance separately (g = -0.33 and g = -0.26, respectively). No reliable differences were found for reading time (g = 0.08). Readers had better calibrated (more accurate) judgement of their performance from paper compared to screens (g = 0.20). Conclusions: Readers may be more efficient and aware of their performance when reading from paper compared to screens.

This article describes how with the advent of computer-based technology, there is movement from manual to automated systems for different aspects of the education system. Testing is an essential part of teaching process that helps academics in classifying the level of students and evaluating the outcomes of their teaching process. The testing process requires a large amount of attention and professionalism. Automated Test Paper Generation is a system applying the shuffling algorithm in designing different sets of questions without repetition and duplication. It helps the faculty in developing and designing exams with a particular level of difficulty required in evaluating the students by using the utility-based agent. The system includes a knowledge base of many questions' types that are linked to a test engine where the faculty can specify the type and the difficulty level of the exam and then the system will assemble the exam and produce the output as electronic or paper-based. Questions will be picked randomly from the knowledge database. This automated system provides cost saving and time efficient solutions.

Students in a computer technology course completed either a paper-and-pencil test (n=40) or an online test in a proctored computer lab (n=43). Test scores were equivalent, but the online group, particularly freshmen, completed the test in less time. Online testing time did not correlate with test score. (Contains 30 references.) (SK)

A thermal stability analysis method of meta-aramid insulating paper based on computer molecular dynamics technology is designed in this paper. First, the raw materials and equipment for preparing meta-aramid insulating paper were determined to prepare meta-aramid insulating paper. Then, the internal structure and morphology of meta-aramid insulating paper are analyzed for the subsequent stability analysis. Finally, the basic principle of computer molecular dynamics technology is analyzed, which is used to analyze the thermal stability of meta-aramid insulating paper, mainly from the stability of its crystal region. The experimental results show that the proposed method is effective and feasible in analyzing the thermal stability of aramid insulating paper between samples. [ABSTRACT FROM AUTHOR]

Background: Computer works are associated with Musculoskeletal Disorders (MSDs). There are several methods have been developed to assess computer work risk factor related to MSDs., Objective: This review aims to give an overview of current techniques available for pen-and-paper-based observational methods in assessing ergonomic risk factors of computer work., Methods: We searched an electronic database for materials from 1992 until 2015. The selected methods were focused on computer work, pen-and-paper observational methods, office risk factors and musculoskeletal disorders. This review was developed to assess the risk factors, reliability and validity of pen-and-paper observational method associated with computer work. Two evaluators independently carried out this review., Results: Seven observational methods used to assess exposure to office risk factor for work-related musculoskeletal disorders were identified. The risk factors involved in current techniques of pen and paper based observational tools were postures, office components, force and repetition. From the seven methods, only five methods had been tested for reliability. They were proven to be reliable and were rated as moderate to good. For the validity testing, from seven methods only four methods were tested and the results are moderate., Conclusion: Many observational tools already exist, but no single tool appears to cover all of the risk factors including working posture, office component, force, repetition and office environment at office workstations and computer work. Although the most important factor in developing tool is proper validation of exposure assessment techniques, the existing observational method did not test reliability and validity. Futhermore, this review could provide the researchers with ways on how to improve the pen-and-paper-based observational method for assessing ergonomic risk factors of computer work.

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

Objective: To determine whether patients with stroke receiving rehabilitation for upper limb deficits using smart technology (video and reminder functions) demonstrate greater adherence to prescribed home exercise programmes and better functional outcomes when compared with traditional paper-based exercise prescription., Design: Randomized controlled trial comparing upper limb home exercise programmes supported by video and automated reminders on smart technology, with standard paper-based home exercise programmes., Setting: A community rehabilitation programme within a large metropolitan health service., Subjects: Patients with stroke with upper limb deficits, referred for outpatient rehabilitation., Interventions: Participants were randomly assigned to the control (paper-based home exercise programme) or intervention group (home exercise programme filmed on an electronic tablet, with an automated reminder). Both groups completed their prescribed home exercise programme for four weeks., Main Measures: The primary outcome was adherence using a self-reported log book. Secondary outcomes were change in upper limb function and patient satisfaction., Results: A total of 62 participants were allocated to the intervention ( n = 30) and control groups ( n = 32). There were no differences between the groups for measures of adherence (mean difference 2%, 95% CI -12 to 17) or change in the Wolf Motor Function Test log transformed time (mean difference 0.02 seconds, 95% CI -0.1 to 0.1). There were no between-group differences in how participants found instructions ( p = 0.452), whether they remembered to do their exercises ( p = 0.485), or whether they enjoyed doing their exercises ( p = 0.864)., Conclusions: The use of smart technology was not superior to standard paper-based home exercise programmes for patients recovering from stroke. This trial design was registered prospectively with the Australian and New Zealand Clinical Trials Register, ID: ACTRN 12613000786796. http://www.anzctr.org.au/trialSearch.aspx.

The aim of this paper was to assess the validity and reliability of the touch-screen standard Portuguese version of the following patient-reported outcomes (PROs), compared with paper format, in patients with rheumatoid arthritis (RA) and spondyloarthritis: Bath Ankylosing Spondylitis Disease Activity Index (BASDAI), Bath Ankylosing Spondylitis Functional Index (BASFI), Ankylosing Spondylitis Quality of Life scale (ASQoL), Short-Form 36 (SF-36), Health Assessment Questionnaire (HAQ) and visual analogue scales (VAS) measuring pain and burden of disease. Adult patients with RA and spondyloarthritis attending the Portuguese Institute of Rheumatology were recruited from March 2013 to January 2014. Patients filled the paper and touch-screen formats of the standard Portuguese versions of the PROs. Two groups of VAS were used, RA and psoriatic arthritis (Global VAS) and another specific for spondyloarthrites (Spa-VAS). Paper questionnaires were filled 15 min before touch-screen formats. Agreement between formats (validity) was assessed by intraclass correlation coefficient (ICC), while internal consistency of scales (reliability) was assessed by Cronbach's alpha. Overall, 134 patients were included with a mean age of 51 years, 74.6 % female and 57.5 % presenting RA. BASDAI, BASFI, HAQ and ASQoL showed high ICC between paper and touch-screen formats (0.977, 0.958, 0.974 and 0.940, respectively). ICC for Global VAS ranged from 0.906 to 0.921, while Spa-VAS ranged from 0.867 to 0.943. The mean ICC for all SF-36 domains was 0.889 (ICC for each domain ranged from 0.781 to 0.944). Touch-screen standard Portuguese formats of these PROs may be valid and reliable tools for PRO measurement in rheumatology.

The purpose of this study was to test the instructional value of adding paper-based metacognitive prompting features to a gamelike environment for learning about electrical circuits, called the Circuit Game. In Experiment 1, students who were prompted during Levels 1 through 9 to direct their attention to the most relevant features of the game and were provided with a list of its underlying prin test ciples to relate to their game actions performed better on an embedded transfer(i.e., Level 10) than those not provided with the intervention (d = 0.77). In Experiment 2, the principles were not explicitly provided; instead, students were asked to fill in the correct features of each principle on a sheet while playing Levels 1 through 9 of the game. Results indicated that this method of prompting improved transfer performance only for learners who could correctly fill in the list of the game's principles (d = 0.53). Overall, paper-based aids for directing students' attention toward the most relevant features of a game and asking them to apply provided principles to solve game-based problems result in a deeper understanding of the game's academic content. (Contains 5 tables and 2 figures.)

Purpose: This study investigated whether computers are a useful tool in the assessment of people with aphasia (PWA). Computerized and traditionally administered versions of tasks were compared to determine whether (a) the scores were equivalent, (b) the administration was comparable, (c) variables such as age affected performance, and (d) the participants' perceptions of the computerized and traditionally administered versions of the tasks were similar. Method: Fifteen PWA were assessed on 2 language tasks--sentence-picture matching and grammaticality judgment--in 3 conditions: computer only, computer with the clinician present, and traditional. The participants also completed questionnaires rating aspects of each condition. Results: Scores from the traditionally administered tasks were highly correlated with those from the computerized tasks, but scores from the computerized tasks were significantly lower. There was no significant difference in the time taken between the conditions. Whereas some individuals felt comfortable with the computer, overall, participants preferred the traditional assessment method or when another person was in the room. No factors were identified that predicted participants' relative performance in the computer condition. Conclusion: The results suggest that PWA can be assessed using computerized versions of tasks, but that caution should be exercised when comparing scores to those collected using traditional methods, including norms. The variation in participants' opinions regarding computerized tasks suggests that this method might be more suitable for some participants than others. (Contains 3 tables and 6 figures.)

The use of computers to deliver course-related materials is rapidly expanding in most universities. Yet the effects of computer vs. printed delivery modes on students' performance and motivation are not yet fully known. We compared the impacts of Web vs. paper to deliver practice quizzes that require information search in lecture notes. Hundred and twenty two undergraduate students used either a web site or printed documents to answer 18 mathematics questions during a tutored session. A revised Web site was designed based on ergonomic criteria, to test the hypothesis that improved usability would decrease time spent on the task, the number of pages consulted, and students' perceived cognitive load. The group working with printed documents had the highest performance. Furthermore, students perceived the paper materials as less effortful to read, and expressed preference for printing lecture notes and questions. However, students appreciated having a Web site available. No differences were found between the two sites. We conclude that Web delivery imposed higher perceived cognitive load due to the need to read lengthy documents. We suggest possible ways to improve Web-based practice materials, such as simultaneous display of questions and lecture notes. (Contains 3 tables and 2 figures.)

Background: The ability to publish is a career-critical skill but requires the acquisition of a wide and disparate skill set. The Write a Scientific Paper (WASP) course was created in Malta in 2010, an intensive, three-day event. WASP is an accredited event held in Malta, London, and Bahrain. The COVID pandemic forced WASP to go online. This study compared satisfaction with WASP online as opposed to in-person by analyzing course feedback pre- and post-pandemic. Methods: Google forms are used to collect anonymous feedback on a Likert scale for various aspects of each WASP. The period 2017 to 2022 was used to compare four courses on-site and five courses online. Feedback on: Rate lectures, handouts, WASP overall and how likely are you to recommend WASP was compared. Results: Response rates were >60% and almost all Cronbach's Alpha values were >0.7. High satisfaction scores were achieved in all four questions (>4/5). There were no significant differences except in lectures, which scored well but fared slightly worse overall online. Conclusions: Migrating online does not necessarily lead to change/s in presentation contents but transforms delivery. Our results indicate that WASP is accepted online but the slightly lower lectures score implies that WASP might be better delivered in-person than online. However, students remained happy to recommend WASP and this accords with other studies that overall, student satisfaction with online education is common. It is hoped that as the pandemic recedes, webinars complement and not continue to totally replace traditional in-person meetings.

For many reasons, paper-based tests of course content are shifting to computer-based administration. This investigation examined student performance on two separate tests delivered either by computer or paper with the first test near the start of the course and the second at the end of the course. Undergraduate-level freshman business majors (N=207) enrolled in an introductory computer skills course were randomly assigned to either the computer or paper-based test mode. ANCOVA of test data indicates that students scored slightly higher on computer versus paper administration. Further, the female group, whether tested on paper or online, scored below the males on the first test. However on the final exam, the female students in the computer-administered test group on average attained the highest scores. We suggest that females gained computer savvy during this course that mitigated initial performance deficits that may have resulted from previous lack of exposure to computers and software.

Reporting bias in adolescent behavioural research may be overcome with the use of personal digital assistants (PDA) or other computer based technologies. However, there is little insight into the use of these tools among adolescents in low resource settings. We compared self-administered paper questionnaires with PDA questionnaires to collect sexual behaviour data from a sample of 11-19 year olds living in a periurban, Xhosa-speaking community in South Africa. There was a high level of agreement between sexual risk behaviour data collected via each method (kappas greater than or equal to 0.50). Data collected from the PDA questionnaires were more complete. Subjectively, adolescents found the use of PDA to be simple and confidential. PDA may be a useful method to collect sensitive, self-reported information from adolescents in resource-limited settings.

The integration of online platforms in (bio)chemical engineering education has increasingly become a matter of fact at all educational levels. Examples such as virtual laboratories in tertiary education have shown their benefits, such as the decreased cost and resources needed as well as providing a safer environment for practical experimentation. However, students or stakeholders are not usually involved in developing the virtual laboratory, even if, when given the opportunity, they can provide valuable feedback for improvement and acquire ownership over the platform. Hence, when proposing a novel educational process virtual laboratory that targets teaching bioprocess modeling to undergraduate students, the best approach is to involve the students in the development as its future users. To this end, in this work, four co-participatory design experiences are presented that show the journey from a paper prototype to an online educational virtual laboratory (www.biovl.com). Qualitative and quantitative data have been collected in two different universities through surveys, semi-structured interviews, and informal conversations among the students and the developer. The students’ perspectives were found to provide valuable feedback about the platform’s content, usability, and functionality. For example, interest in adding bioprocess-related coding activities, or suggesting to change the platform name, were opinions collected and carefully considered. These suggestions can be easily integrated since the software is at the early stages of the virtual laboratory prototype. Although the usability and functionality features of the platform are under continuous advancement, this work’s findings show that the students are interested in contributing to the virtual laboratory’s development. Therefore, it opens the door to modifications and improvements, which are strongly based on the users’/students’ perceptions and perspectives as the virtual laboratory’s co-designers. Although the primary target of the BioVL prototype is to teach bioprocessing modelling, several advanced tools such as virtual and augmented reality (VR and AR) are being considered to be included at a future stage. Furthermore, the educational strategy proposed in this work can be replicated by those who want to develop other virtual laboratories.

This study investigated whether reading comprehension would differ when the texts are studied and tested on screen or on paper. Participants were 69 college students who were attending a college in midwestern United States. Participants read two expository texts each, under comparable paper and screen conditions and answered comprehension questions. Test forms and the order of the conditions were counterbalanced. The correlations between reading outcomes and reader characteristics were examined. Participants also completed a survey on their views on the two media (paper or screen). The results did not indicate a significant difference on students' reading comprehension as a function of medium and reader characteristics. However, students reported preferring paper-based reading for complex material. [ABSTRACT FROM AUTHOR]

This joint position paper of the American Academy of Clinical Neuropsychology and the National Academy of Neuropsychology sets forth our position on appropriate standards and conventions for computerized neuropsychological assessment devices (CNADs). In this paper, we first define CNADs and distinguish them from examiner-administered neuropsychological instruments. We then set forth position statements on eight key issues relevant to the development and use of CNADs in the healthcare setting. These statements address (a) device marketing and performance claims made by developers of CNADs; (b) issues involved in appropriate end-users for administration and interpretation of CNADs; (c) technical (hardware/software/firmware) issues; (d) privacy, data security, identity verification, and testing environment; (e) psychometric development issues, especially reliability and validity; (f) cultural, experiential, and disability factors affecting examinee interaction with CNADs; (g) use of computerized testing and reporting services; and (h) the need for checks on response validity and effort in the CNAD environment. This paper is intended to provide guidance for test developers and users of CNADs that will promote accurate and appropriate use of computerized tests in a way that maximizes clinical utility and minimizes risks of misuse. The positions taken in this paper are put forth with an eye toward balancing the need to make validated CNADs accessible to otherwise underserved patients with the need to ensure that such tests are developed and utilized competently, appropriately, and with due concern for patient welfare and quality of care.

Background: Health status questionnaires are important, especially with the growing interest in outcome studies. However, these questionnaires continue to be administered in their original paper format. We hypothesized that total hip arthroplasty outcome data derived with computer-based questionnaires do not differ significantly from those derived with established paper-based formats., Methods: From January 2006 to January 2007, the clinic schedules of four attending arthroplasty surgeons were screened weekly to identify patients who could potentially be included in the study. Charts were reviewed for subjects who were scheduled for or had received primary total hip arthroplasty. Patients were recruited during their office visit or when they attended a preoperative educational class, and five health status questionnaires (the Harris hip score, WOMAC [Western Ontario and McMaster Universities Osteoarthritis Index], SF-36 [Short Form-36], EQ-5D [EuroQol-5D], and UCLA [University of California at Los Angeles] activity score) were administered in three formats: paper, touch screen, and web-based. Repeated-measures analysis of variance and Pearson correlations were used to compare the questionnaire modes for the Harris hip score (normally distributed data), and the Friedman test and Spearman correlations were used to compare the modes for the other health status scores (non-normally distributed data). The study was designed with 90% power for detecting 10% differences between modes in the entire series of sixty-one patients and with 82% and 87% power in preoperative and postoperative subgroups, respectively., Results: The mean age was sixty-three years, with thirty-seven male and twenty-four female patients in the study. Forty-seven hips (77%) had osteoarthritis as the primary diagnosis. No significant differences were detected, for any of the five health outcome systems, among the paper, touch screen, and web-based modes, and there were highly significant correlations among all questionnaire modes in the entire series of patients and in the preoperative and postoperative subgroups (p < 0.001)., Conclusions: The scores obtained with the paper, touch screen, and web-based modes of the five questionnaires demonstrated excellent agreement. Thus, touch screen and web-based formats can be used to collect and track patient outcome data. Use of electronic formats of these questionnaires will facilitate a more efficient and reliable data collection process.

Background: In the context of a randomized controlled trial (RCT) on HIV testing in the emergency department (ED) setting, we evaluated preferences for survey modality and data quality arising from each modality., Methods: Enrolled participants were offered the choice of answering a survey via audio computer assisted self-interview (ACASI) or pen and paper self-administered questionnaire (SAQ). We evaluated factors influencing choice of survey modality. We defined unusable data for a particular survey domain as answering fewer than 75% of the questions in the domain. We then compared ACASI and SAQ with respect to unusable data for domains that address sensitive topics., Results: Of 758 enrolled ED patients, 218 (29%) chose ACASI, 343 chose SAQ (45%) and 197 (26%) opted not to complete either. Results of the log-binomial regression indicated that older (RR = 1.08 per decade) and less educated participants (RR = 1.25) were more likely to choose SAQ over ACASI. ACASI yielded substantially less unusable data than SAQ., Conclusions: In the ED setting there may be a tradeoff between increased participation with SAQ versus better data quality with ACASI. Future studies of novel approaches to maximize the use of ACASI in the ED setting are needed.

This study assesses the response variation of self administered questionnaire (SAQs) on computer compared to traditional paper based SAQ. The study outcomes include response accuracy, consistency and variation based on , participants? perception of ease of use, and safety of storing their personal health information on computer . The study will help to understand, the acceptability of computer based SAQs in data collection of socially sensitive behaviors.

Background: To see if there is a difference in performance when students switch from traditional paper-and-pencil examinations to computer-based examinations, and to determine whether there are gender differences in student performance in these two examination formats., Methods: This study involved first year medical students at the University of Illinois at Urbana-Champaign over three Academic Years 2002-03/2003-04 and 2003-05. Comparisons of student performance by overall class and gender were made. Specific comparisons within courses that utilized both the paper-and-pencil and computer formats were analyzed., Results: Overall performance scores for students among the various Academic Years revealed no differences between exams given in the traditional pen-and-paper and computer formats. Further, when we looked specifically for gender differences in performance between these two testing formats, we found none., Conclusion: The format for examinations in the courses analyzed does not affect student performance. We find no evidence for gender differences in performance on exams on pen-and-paper or computer-based exams.

Background: Computer-based testing (CBT) has become increasingly popular as a testing modality in under- and postgraduate medical education. Since 2004, our medical school has utilised CBT to conduct 2 papers for the third- and final-year assessments - Paper 3, with 30 multiple choice questions featuring clinical vignettes, and the modified essay question (MEQ) paper., Aims: To obtain feedback from final-year students on their preferred mode of testing for Paper 3 and MEQ components of the Medicine track examination, and the reasons underlying their preferences., Methods: An online survey was carried out on 213 final-year undergraduates, in which they were asked to provide feedback on Paper 3 and MEQ papers. Students were asked if they thought that the CBT format was preferable to the pen-and-paper (PNP) format for Paper 3 and the MEQ, and why., Results: One hundred and fourteen out of 213 (53.5%) students completed the online survey. For Paper 3, 91 (79.8%) felt that CBT was preferable to PNP, 11 (9.6%) preferred the PNP format and 12 (10.5%) were unsure. For the MEQ, 62 (54.4%) preferred CBT over PNP, 30 (26.3%) preferred the PNP format and 22 (19.3%) were unsure. Reasons given to explain preference for CBT over PNP for Paper 3 included independence from seating position, better image quality (as images were shown on personal computer screens instead of projected onto a common screen) and the fact that CBT allowed them to proceed at their own pace. For the MEQ, better image quality, neater answer scripts and better indication of answer length in CBT format were cited as reasons for their preference., Conclusions: Our survey indicated that whereas the majority of students preferred CBT over PNP for Paper 3, a smaller margin had the same preference for the MEQ.

The use of electronic data capture (EDC) to assess health-related quality of life (HRQOL) using validated questionnaires is increasing; however, it must be determined how data collected electronically correlate with the original mode of administration used in validation. Our objective was to compare paper and electronic administration of the standardized Asthma Quality of Life Questionnaire (AQLQ(S)), Pediatric Asthma Quality of Life Questionnaire (PAQLQ(S)), and Pediatric Asthma Caregiver's Quality of Life Questionnaire (PACQLQ). Using a crossover design, adults and children with asthma and caregivers of children with asthma were recruited from clinics. Subjects were asked to complete both forms of the appropriate HRQOL measures at enrollment and 24-48 hours later. In addition, 30 subjects from each group were asked to participate in a 1-week reproducibility assessment of the electronic versions of the three questionnaires. Psychometric properties were assessed for each of the EDC versions. Intraclass correlation coefficients (ICC) and Pearson correlations were calculated to compare EDC and paper versions. A total of 51 adults (mean age 37, 73% females), 52 children (mean age 13, 38% females), and 51 caregivers (mean age 43, 92% females) were evaluated. Internal consistency (Cronbach's alpha) for the overall score of each questionnaire was: 0.96 for the AQLQ(S) and the PAQLQ(S), and 0.92 for the PACQLQ. Overall ICCs comparing paper with EDC were: 0.96 for the AQLQ(S), 0.91 for the PAQLQ(S), and 0.82 for the PACQLQ. Pearson's correlations were identical. One-week reproducibility (ICC) of the EDC versions was: 0.88 for the AQLQ(S), 0.78 for the PAQLQ(S), and 0.85 for the PACQLQ. When asked which method subjects preferred, the electronic version was chosen by 69% of adults, 77% of children, and 73% of caregivers. Additionally, 14% of adults, 14% of children, and 18% of caregivers reported no difference in preference. As in previous studies comparing electronic with paper questionnaires, this study revealed statistical evidence to support the use of EDC of the AQLQ(S), PAQLQ(S), and PACQLQ for populations with asthma.

This study attempts to generalize Biederman's 1987 findings regarding Recognition by Components theory, which were obtained using a computer administered object-recognition task, to an analog or paper task that is consistent with typical assessment or testing procedures. Three versions of an object-recognition task were developed after the Structure of Intellect-Learning Abilities Test by Meeker, Meeker, and Roid. One version contained randomly fragmented objects, one contained objects with vertices present, and the third contained objects with midsegments. 30 participants were administered each of the three versions in a counterbalanced order. The results are consistent with those of Biederman. Objects with missing vertices were more difficult to recognize than objects with missing midsegments. There was no difference between randomly fragmented objects and those with vertices present. Implications for object-recognition research and test-item development are discussed. In particular, it is suggested that perceptual theories should be used in developing test items to gain greater control in creating items of appropriate difficulty and to increase the validity of the overall instrument.

We estimated and compared the costs for three different methods of administering and evaluating the Short Form-36 as a routine part of clinical practice from the provider perspective. In an outpatient pain management practice, we assessed a computer touch-screen system with facsimile and scanning scoring methods. Equipment, supply, and labor costs needed to construct, maintain, and generate reports for each system were measured. The annual fixed, variable, and total costs/survey were calculated. Sensitivity analyses were performed varying the number of surveys administered/year. The facsimile method was the least costly, $9.62 and $5.88/survey, at annual questionnaire volumes of 250 and 1000, respectively. When the annual survey volume increased to 1250 (5 surveys/day), the costs of the facsimile ($5.63/survey) and computer touch-screen ($5.65/survey) methods were nearly equivalent per survey administration. At volumes of 1500 and above, the least costly method was the computer touch screen at $5.47/survey. The system implemented in a clinical practice is dependent not only on questionnaire volume but also on personnel availability, equipment access, required speed of results, and the acceptable level of data error.

The use of computerized psychological assessment is a growing practice among contemporary mental health professionals. Many popular and frequently used paper-and-pencil instruments have been adapted into computerized versions. Although equivalence for many instruments has been evaluated and supported, this issue is far from resolved. This literature review deals with recent research findings that suggest that computer aversion negatively impacts computerized assessment, particularly as it relates to measures of negative affect. There is a dearth of equivalence studies that take into account computer aversion's potential impact on the measurement of negative affect. Recommendations are offered for future research in this area.

This paper outlines how ideas of 'degrowth' might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of 'radically sustainable computing'. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.

The characteristics of big data, including high volume, increased variety, and velocity, pose special challenges for data analysis. As these characteristics generally preclude manual data inspection and processing, researchers must often use computational methodologies to deal with this type of data; techniques that may be unfamiliar to nonspecialists, including behavioral scientists. However, previous data analytics methodologies within the field of computer science, developed to handle the generic tasks of data collection, preprocessing, and analysis, can be appropriated for use in other disciplines. These methodologies involve a sequential pipeline of quality checks to prepare data sets for analysis and application. Building upon these methodologies, this paper describes the Big Data Quality & Statistical Assurance (BDQSA) model, applicable for researchers in the behavioral sciences. It involves a series of data preprocessing tasks, to achieve data understanding, as well as data screening, cleaning, and transformation. These are followed by a statistical quality phase, which includes extraction of the relevant data subset, type conversions, ensuring sample representativeness when appropriate, and assessing statistical assumptions. The resulting model thereby provides methodological guidance for the preprocessing of behavioral science big data, aimed at ensuring acceptable data quality before analysis is undertaken. Sample R code snippets demonstrating the application of this model are provided throughout the paper., (© 2022. The Psychonomic Society, Inc.)

Abstract: This secondary analysis (N = 43) compared computer-assisted self-interview (CASI) to clinician interview for self-report of 8 vulvovaginal symptoms. Concordance was moderate between interview modes (range, 70-86%) with itching and odor having highest agreement. Although prior reports suggest more responses on CASI, we found CASI did not significantly increase self-report of symptoms over clinician interview., Competing Interests: Conflict of Interest: S.T. has been a consultant for Biofire Diagnostics, Roche Molecular Diagnostics and Luca Biologics, receives royalties from UPTODATE and has received speaker honoraria from Roche Molecular Diagnostics and Medscape/WebMD., (Copyright © 2023 American Sexually Transmitted Diseases Association. All rights reserved.)

Background: The ability to publish is a career-critical skill but requires the acquisition of a wide and disparate skill set. The Write a Scientific Paper (WASP) course was created in Malta in 2010, an intensive, three-day event. WASP is an accredited event held in Malta, London, and Bahrain. The COVID pandemic forced WASP to go online. This study compared satisfaction with WASP online as opposed to in-person by analyzing course feedback pre- and post-pandemic. Methods: Google forms are used to collect anonymous feedback on a Likert scale for various aspects of each WASP. The period 2017 to 2022 was used to compare four courses on-site and five courses online. Feedback on: Rate lectures, handouts, WASP overall and how likely are you to recommend WASP was compared. Results: Response rates were >60% and almost all Cronbach's Alpha values were >0.7. High satisfaction scores were achieved in all four questions (>4/5). There were no significant differences except in lectures, which scored well but fared slightly worse overall online. Conclusions: Migrating online does not necessarily lead to change/s in presentation contents but transforms delivery. Our results indicate that WASP is accepted online but the slightly lower lectures score implies that WASP might be better delivered in-person than online. However, students remained happy to recommend WASP and this accords with other studies that overall, student satisfaction with online education is common. It is hoped that as the pandemic recedes, webinars complement and not continue to totally replace traditional in-person meetings. [ABSTRACT FROM AUTHOR]

Whereas hackathons are widespread within and outside academia and have been argued to be a valid pedagogical method for teaching interdisciplinarity, no detailed frameworks or methods are available for conceptualizing and organizing educational hackathons, i.e., hackathons dedicated to best achieving pedagogic objectives. This paper is dedicated to introducing EDUCational Hackathons for learning how to solve Interdisciplinary Challenges (EDUCHIC) through: (1) defining the fundamental principles for framing an activity as an EDUCHIC, integrating principles from pedagogical methods, hackathon organization, and interdisciplinarity processes; (2) describing general properties that EDUCHIC possess as a consequence of the interaction of the fundamental principles; (3) developing operational guidelines for streamlining the practical organization of EDUCHIC, including an exhaustive end-to-end process covering all the steps for organizing EDUCHIC and practical frames for carrying the key decisions to be made in this process; and (4) a demonstration of these guidelines through illustrating their application for organizing a concrete EDUCHIC.

Primary school children frequently use digital devices, which can be infected by computer viruses. In this mixed methods paper with two studies (N = 278 + 114), we examined 8-year-olds' preconceptions about computer viruses and protection against them; how to teach these children about said topics using three different, 30-min-long, content-equivalent lessons; and what knowledge the children can acquire. We found that participants had limited prior knowledge of computer viruses and almost no knowledge about protection against them. However, they rarely had misconceptions. They learnt, and retained over a month, key general points and a few specific points about this domain. Acquired knowledge was still somewhat patchy, most likely represented in 'pieces' rather than as complex, theory-like chunks. Nevertheless, all three approaches produced notable learning gains (d > 1.78). A lesson organized around a narrative 5-min video and six < 1 min video snippets was the most effective: compared to a lesson organized around two 5-min videos (d = 0.89) and a teacher-led lesson without videos (d = 0.54). The findings are consistent with contemporary instructional design theories and 'knowledge in pieces' conceptual change frameworks. They imply that the topic of computer viruses should be included in second-graders' curricula.

In order to improve the effect of intelligent automatic test paper composition, this paper combines the hybrid fuzzy clustering algorithm to study the computer automatic test paper composition algorithm. In this paper, a computer automatic test paper composition system based on hybrid fuzzy clustering algorithm is constructed. Moreover, the hybrid fuzzy clustering method used in this paper is used as the basic algorithm of the system, and the algorithm is improved according to the actual needs of intelligent paper composition. In addition, this paper uses an intelligent algorithm to input the relevant constraint parameters and combines the original parameters to select the most suitable test questions from the database and combine them into test papers. Finally, this paper constructs the system structure based on the requirements of intelligent test paper composition. The experimental research shows that the computer automatic test paper composition system based on the hybrid fuzzy clustering algorithm proposed in this paper has a good test paper composition function, which can effectively promote the progress of the intelligent examination mode in colleges and universities. [ABSTRACT FROM AUTHOR]

During COVID-19, universities across the globe experienced a rapid requirement to move to online learning and teaching provision. This rapid move has been explored as emergency remote education (ERE). This paper reviews and presents some emerging literature regarding ERE, demonstrating how this created an environment where technology-mediated abuse could arise within the university context. Intentional and unintentional forms of technology-mediated abuse, within a global context, are considered with account of how intersectional characteristics can impact. The paper concludes with a set of provocations explored within an example framework. The provocations are given to situate ways of thinking which are facilitative of safer and more respectful use of technological spaces. Both the provocations and example framework aim to be useful critical tools for program and module teams to adapt in higher education institutions within the online sphere. The phenomenon of ERE is an opportunity to consider what can be learned with regard to management of technology-mediated abuse. However, a focus on ERE presents limitations in the paper because of the smaller number of academic sources at this time, due to recency of the COVID-19 pandemic.

Develops the notion of "layers" of information within a table and discusses how such layers are typographically distinguished on paper and in a viewdata system. Presents a case study of the difficulties facing a British government department wishing to communicate regularly updated tabular information to the agricultural community. (FL)

The purpose of this study is to construct an approach and a methodology to estimate the future outflows of electronic waste (e-waste) in India. Consequently, the study utilizes a time-series multiple lifespan end-of-life model proposed by Peralta and Fontanos for estimating the current and future quantities of e-waste in India. The model estimates future e-waste generation quantities by modeling their usage and disposal. The present work considers two scenarios for the approximation of e-waste generation based on user preferences to store or to recycle the e-waste. This model will help formal recyclers in India to make strategic decisions in planning for appropriate recycling infrastructure and institutional capacity building. Also an extension of the model proposed by Peralta and Fontanos is developed with the objective of helping decision makers to conduct WEEE estimates under a variety of assumptions to suit their region of study. During 2007-2011, the total WEEE estimates will be around 2.5 million metric tons which include waste from personal computers (PC), television, refrigerators and washing machines. During the said period, the waste from PC will account for 30% of total units of WEEE generated., (Copyright 2009 Elsevier Ltd. All rights reserved.)

The quantities of e-waste are expected to increase sharply in Chile. The purpose of this paper is to provide a quantitative data basis on generated e-waste quantities. A material flow analysis was carried out assessing the generation of e-waste from computer equipment (desktop and laptop PCs as well as CRT and LCD-monitors). Import and sales data were collected from the Chilean Customs database as well as from publications by the International Data Corporation. A survey was conducted to determine consumers' choices with respect to storage, re-use and disposal of computer equipment. The generation of e-waste was assessed in a baseline as well as upper and lower scenarios until 2020. The results for the baseline scenario show that about 10,000 and 20,000 tons of computer waste may be generated in the years 2010 and 2020, respectively. The cumulative e-waste generation will be four to five times higher in the upcoming decade (2010-2019) than during the current decade (2000-2009). By 2020, the shares of LCD-monitors and laptops will increase more rapidly replacing other e-waste including the CRT-monitors. The model also shows the principal flows of computer equipment from production and sale to recycling and disposal. The re-use of computer equipment plays an important role in Chile. An appropriate recycling scheme will have to be introduced to provide adequate solutions for the growing rate of e-waste generation., (Copyright 2009 Elsevier Ltd. All rights reserved.)

Electrical equipment supplying and distributing energy is used in every pulp and paper industrial process. Many components made of various metallic and dielectric materials are vulnerable to corrosive atmospheres often present in the pulp and paper industrial facilities. Corrosion of electrical conductors may result in fast and irreversible deterioration, causing production loss and safety hazards. The paper reviews the most severe corrosion problems effecting conductivity of electrical contacts that result in overheating of electrical equipment used in this industry. A number of various protecting means are suggested to slow down corrosion of silver and copper and other metals most often used in electrical equipment. The paper discusses implementations and the value of various condition-monitoring techniques to provide timely maintenance of electrical equipment exposed to corrosive environments in the pulp and paper facilities. Index Terms--Corrosion, electrical conductors, monitoring, resistance, silver.

The purpose of this paper is to present a state variable model for the drying section of a paper-making machine. This model is based on the mass and energy balance relationships written for steam, paper, cylindrical heater wall, and moisture. These relationships give a set of six nonlinear partial derivative equations. The form of these equations changes somewhat from one cylindrical heater to another. The solution for this model yields the operating parameters needed to achieve the desired steam temperature while obtaining good paper drying. Boundary conditions are specified by a stochastic generator, and initial conditions are obtained by solving the static model. The dynamic model is presented in [1]. In this paper, we present only the state variable model for the paper drying, as well as comparing the obtained results with dynamic model results. Solving the set of differential equations with respect to the boundary conditions, we obtain the standard form of the state representation, which represents the dynamic version of the model used for process control. In conclusion, it can be said that the consistency of the model with experimental results seems to be reasonably good and can be used for process control. Index Terms - Drying paper, linearization, state equations, steam dryer.

Though a computer professional, Meredith Broussard feels "that the way people talk about technology is out of touch with what digital technology can actually do", and that seeing the latter as a panacea has "resulted in a tremendous amount of poorly designed technology" (6), which needlessly complicates instead of improving or making life easier. Artificial Unintelligence: How Computers Misunderstand the World: by Meredith Broussard, Cambridge, MA, MIT Press, 2019, 248 pp., $15.95T/£12.99 (paper) Supported by extensive research, I Artificial Unintelligence i cogently challenges the prevailing technophile hype extolling the unlimited ways in which technology supposedly can "change the world for the better" and create a digital utopia with infinite benefits in every area of life. [Extracted from the article]

This paper reviews the motor temperature operating consideration for Totally Enclosed Fan Cooled (TEFC), Open Dripproof, and Weather Protected II type of motor through 500 hp, both low voltage (LV) and medium voltage (MV). The IEEE Standard 841 has been revised as IEEE Std 841-2001 and is expected to be in use for at least five years. The TEFC motors covered in this standard have found wide acceptance in the pulp and paper industry. Much of the material also applies to large motors sizes. The thermal impact on the stator winding rotor core, bearings, and lubrications as specified in standards and applied in mills are considered. Index Terms--AC squirrel-cage induction motors, insulation series factor, thermal life, winding temperature.