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The forearm extensor muscle and hand extensor tendons are composed of several structures with unique anatomy identified with high morphological variability. During a routine dissection of a 74-year-old donated male cadaver, the right hand was isolated for educational purposes. After carefully dissecting the structures, an accessory muscle was identified. The accessory muscle corresponded to the extensor digitorum brevis manus (EDBM) inserted into the extensor indicis (EI) tendon, which was typically identified. According to the current literature, this occurrence corresponds to a rare variant, with 0.36–0.38% prevalence between the cadaveric studies. Knowledge of the hand extensor musculature is essential for orthopedics and plastic surgeons operating in the region to avoid iatrogenic injury. [ABSTRACT FROM AUTHOR]

The brachioradialis muscle (BR) belongs to the lateral forearm muscle. Typically, the radial nerve innervates it. BR morphological variability, such as split muscular belly, split tendon, or accessory BR (ABR), has been described in the current literature. A 68-year-old female donated cadaver was routinely dissected for research and educational purposes. A variant muscle was identified extending at the right arm's lateral and forearm compartments. It originated from the humerus lateral surface between the deltoid and the triceps brachii lateral head, joined the second muscular head from the brachialis muscle, and inserted into the radius styloid process. According to its origin, course, and insertion, the variant muscle probably corresponded to the BR accessory form. However, in the current literature, the ABR morphology corresponds to an accessory muscle originating adjacent to the typical BR and inserted into the radial tuberosity. At the same time, it was defined as "brachioradialis brevis." In the current case, the variant muscle differed significantly from the current literature due to the origin, insertion, length, and relationship with the typical BR; therefore, the term "brachioradialis longus" seemed adequate to describe this variant muscle. [ABSTRACT FROM AUTHOR]

This study explores how socio-cultural dynamics influence student engagement with Generative AI technology in Nigerian higher education, using activity theory as theoretical underpinning. By examining the roles of community norms, technological accessibility, and educational objectives, the research identifies critical factors that impact the adoption and utilisation of GenAI. We employ quantitative analysis to analyse 899 survey responses from students across seventeen (17) Nigerian universities to derive interesting insights. Findings reveal that the ease of use of GenAI tools and their alignment with educational goals enhance student engagement. Conversely, regular need for technical support negatively affect engagement, suggesting underlying technological issues. These insights provide actionable recommendations for educators, administrators, and policymakers, emphasising the importance of user-friendly GenAI tools, comprehensive training programs, and robust support systems. This study contributes to the understanding of technology adoption in culturally diverse educational settings and offers strategies to improve educational practices and outcomes both in Nigerian higher education and also potentially in other African (developing countries), where similar socio-cultural dynamics might influence technology integration and educational advancements. [ABSTRACT FROM AUTHOR]

Based on the relationships motivation theory, it can be assumed that social interactions in elementary school are essential for students' development and especially for their school success. Thus, this study examined how vital social resources, more precisely social interactions with peers and teachers, are for two central aspects of school success, namely academic achievement and well-being. To this end, the representative German PIRLS 2016 data of 3959 fourth-grade students (MAge = 10.34 years; N = 1,940 girls, 71% white) were analyzed. Social interactions were operationalized using factors indicating whether students experienced bullying from peers, and how much teacher support they perceived. We found that fewer bullying experiences and more perceived teacher support were positively related to academic achievement and enjoyment of school as a prominent aspect of school-related well-being. Applying machine-learning methods to avoid overfitting while including important control variables, only the effects of bullying experiences and perceived teacher support on well-being remained robust. The results underlined that positive relationship experiences were particularly important for students' well-being but not necessarily incremental to students' academic achievement. [ABSTRACT FROM AUTHOR]

Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers' value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (t1 − t4). The sample consisted of 118 primary school teachers (years 1 and 2) from primary schools in Switzerland. Teachers' value-related educational goals were measured with the Portrait Values Questionnaire, and teachers' perception of their school climate was measured with the 12-Item School Climate Measure Scale. Random Intercept Cross-Lagged Panel Models along with Multiple Imputation for missing data were used to investigate the reciprocal relationships along the four dimensions of value-related educational goals represented by Schwartz's Higher-Order Value Types: Openness to Change, Conservation, Self-Enhancement, and Self-Transcendence and their corresponding dimensions of a perceived value-related school climate of Innovation, Stability, Performance, and Support. For the dimensions "Innovation and Openness to Change," the analyses revealed that the perceived value-related school climate of Innovation predicted teachers' value-related educational goals of Openness to Change significantly from t1 to t2, while an effect in the opposite direction from t2 to t3 and from t3 to t4 was found. For the dimension "Stability and Conservation," the analyses revealed that the perceived value-related school climate of Stability predicted teachers' value-related educational goals of Conservation from t3 to t4. These findings are discussed in light of the dynamic processes of values education within the school environment as well as in the context of environmental and societal developments. [ABSTRACT FROM AUTHOR]

Teaching with virtual worlds provides new means for collaborative learning but creates challenges for teachers in terms of IT skills. To address these challenges, we developed a teaching model for using virtual worlds in classroom practices and applied it to Minecraft in several rounds of design-based research experiments. Our conceptual framework combines ideas from software engineering (sociotechnical congruence) and social sciences (intersubjectivity and emergence). Empirically, we addressed the problem of how shared understanding evolves in computer-mediated learning activities. We video-recorded classroom activities and analyzed them using interaction analysis. The teaching model engaged the students in two interdependent processes, referred to as objects: (1) a social object (discussions) that led to a shared knowledge object (video-recorded role-play) and (2) a technology object (Minecraft buildings) for staging the role-play. Our findings include an empirical phenomenon that we call emergent group understanding, which arose from the complex social interactions between social and technology objects when Minecraft was used as a virtual world in a social studies classroom. This revealed two connected subprocesses: (1) a spontaneous act of providing information to assist learners in contextualizing their actions and interactions against a common background, and (2) setting localized goals to guide future actions and interactions. This finding extends previous research by identifying fine-grained processes of intersubjectivity that contribute to collaborative learning. More generally, our teaching model addresses the problem of balancing creative and instructional learning goals. [ABSTRACT FROM AUTHOR]

In recent decades, medical education has been grappling with two significant challenges: the increasing prevalence of burnout among learners at all levels and the concerning trend of industry bias, low-quality evidence, and expert-based opinion driving clinical practice guidelines. To address these issues, a critical evaluation of the medical education and training system is necessary. Utilizing the Socioecological Model (SEM) as a framework, this study employed a phenomenological approach to investigate the methods, habits, decisions, origins, and strategies of medical educators. The aim was to identify the core guiding principles that shape the ecosystem of medical education and training. Semi-structured interviews were conducted with medical educators, and thematic analysis revealed three common themes. First, the irreplaceability of physician educators, found at the heart of the medical education training system, was a central theme. Second, all interviewed educators expressed a desire to enhance the educational environment, drawing upon their current and past training experiences to inform their teaching methods. Tacit knowledge gained from personal experience, years of clinical practice, peer relationships, and mentors played a significant role in shaping their teaching principles. Third, while the goal of improving the educational environment was universal, educators with more formal pedagogical training advocated for more drastic changes and system overhaul, while those without formal training focused on making improvements within the existing framework. The reliance of most physician educators on past experience as a guide for education highlights the sociocultural reproduction and pedagogical inertia prevalent in the 21st-century medical education and training system. Integrating tacit knowledge with formal pedagogy has the potential to impact each level of the hierarchy within the SEM of medical education. By operating beyond the confines of the current system, educators can foster innovation, growth, and critiques that may help alleviate burnout and provide learners with opportunities to challenge current evidence-based practices. This study emphasizes the need for a critical evaluation of the pedagogical theories at the center of the medical education system. [ABSTRACT FROM AUTHOR]

This paper is oriented around a discussion of the question as to whether religious education (RE) in the public sphere should be regarded as a place of disruption. That is, whether post-pandemic and in a time of climate and ecological crisis, religious education is understood to be serving as a mechanism for inducting children into the existing ways of the world or, whether it should instead be regarded as offering young people the possibility of interrupting the status quo. The question at the heart of this paper turns around a consideration of what education itself should achieve at this point in history and whether religion in educational contexts has something significant to offer. Questions around the nature of religion are addressed through going to the work of Ramon Panikkar, to enable further exploration of an understanding of religion in existential terms and not only as belief and practice. The argument is brought together, exemplified with a case study, asserting that bringing children and young people to 'know and understand' religious matters can no longer be seen as sufficient aim for religious education and why this might matter. [ABSTRACT FROM AUTHOR]

Purpose: This study evaluates the mediating roles of entertainment, perceived usefulness, and social media use on social information (content) and students' academic performance. Methodology: Primary data was collected from 445 students at King Khalid University in Saudi Arabia using the snowball sampling strategy was employed. For data analysis, structural equation modeling (PLS-SEM) was used. Findings: Entertainment partly mediates the link between social information quality "content" (IQ) and social media use (SMU) and SMU mediates the link between IQ and student's academic performance (SAP). Perceived usefulness mediates the link between IQ and SAP. Suggesting that entertainment and perceived usefulness are crucially necessary for inspiring social media content to obtain optimum performance among graduate students. The study was limited to a single academic institution. Therefore, the results of the investigation cannot be generalized as a whole, and cannot track respondents' social media activity over time. Thus, longitudinal data may be used in future investigations. Practical implications: The results of this study indicate that faculties can adapt and adjust their teaching methods and activities to incorporate social media, perceived usefulness, and entertaining content since it affects student performance. Social media (SM) has a significant influence on students' social and academic performance. Thus, educational stakeholders, such as university authorities, the government, and parents and guardians, should recognize social media as a tool for achieving educational objectives. Originality/value: The study enhances the application of UTAUT2 by examining how factors that influence the adoption of technology are connected to the subsequent influence of that adoption on students' learning and conduct. [ABSTRACT FROM AUTHOR]

Benefits of self-testing for learning have been consistently shown for simple materials such as word lists learned by rote memorization. Considerably less evidence for such benefits exists for complex, more educationally relevant materials and its application to new situations. The present study explores the mechanisms underlying this transfer. To this end, a typical retrieval-practice-effect paradigm was applied to foster the learning of an artificial language. Participants either repeatedly studied grammatically correct exemplar sentences of the artificial language or engaged in a cloze test as the interim test after learning. To assess far transfer, participants in both groups of restudy and retrieval practice engaged in a grammaticality judgment test after a delay of 5 min and 1 week. In addition, participants in both groups completed a final memory test (i.e., a cloze test identical to the initial test) 1 week after learning. In addition to a long-term memory benefit of retrieval practice, results revealed also a retrieval-practice benefit in the far-transfer test after the 1-week delay. The findings further support the view that far transfer is supported by learning the underlying grammatical rules as opposed to memorizing the material. Thus, retrieval practice is also effective for fostering learning of complex materials and, even more importantly, for promoting transfer of learning—a crucial goal in modern educational practices. [ABSTRACT FROM AUTHOR]

Implementing democratic citizenship across disciplines in education requires careful consideration of how pre-service teachers are prepared to translate this concept into classroom practice. This study investigates Norwegian pre-service teachers' understanding of reflective rehearsals as a model in teacher education for enhancing awareness of democratic citizenship education. Findings from focus group interviews with 24 participants reveal some opportunities offered by reflective rehearsals as a model for bridging theory and practice in teacher education. Reflective rehearsals are understood as a safe space for making fruitful errors, attempting change and developing professional judgement. Pre-service teachers express an increasing sense of ownership over their formation as becoming teachers. However, certain challenges are also discussed. Firstly, understanding democratic citizenship primarily as individual knowledge is problematic in teacher education, as it may separate pre-service teachers' knowledge from their experience. Secondly, explicit dialogue concerning the connection between practice and educational purposes is needed. This article argues that reflective rehearsals could become a foundation for exploring the intersection of practice, theory and purpose, if this connection is made explicit and framed critically in teacher education. [ABSTRACT FROM AUTHOR]

The eighth season of the American medical drama series Chicago Med (2015–) represented the application of artificial intelligence (AI) in a hospital environment with multiple storylines. Born in the 1950s, medical dramas are among the most popular forms of serial television. Traditionally, the genre aims for a certain amount of accuracy and has educational goals. Former studies investigated the entertainment education and cultivation effects of these series, concluding that these dramas have the potential to contribute information and shape viewers' opinions on various health-related topics. Chicago Med is a long-running broadcast production with a worldwide audience and considerable viewership. This paper analyzes the series' representation of medical AI and discusses how this portrayal potentially shapes the audience's opinion. The research started by identifying artificial intelligence-related storylines in the 22 episodes of the season. The analysis focused on the reasons and outcomes of AI applications, the character's attitudes, and the ethical issues, including transparency, selective adherence, automation bias, responsibility gap, hallucination, unequal access, and political dimensions. The storyline analysis concluded that Chicago Med provided thought-provoking positive and negative scenarios about applying different types of AI in the surgical and emergency departments. The complex portrayal included groundbreaking opportunities, challenges, dangers, and ethical considerations. The main characters' attitudes varied, from strong support or opposition to more nuanced, shifting opinions. The educative and engaging content has a potential for knowledge transfer and encourages critical thinking about medical AI. [ABSTRACT FROM AUTHOR]

Background: Lung cancer, the second most common cancer, presents persistently dismal prognoses. Radiomics, a promising field, aims to provide novel imaging biomarkers to improve outcomes. However, clinical translation faces reproducibility challenges, despite efforts to address them with quality scoring tools. Objective: This study had two objectives: 1) identify radiomics biomarkers in post-radiotherapy stage III/IV nonsmall cell lung cancer (NSCLC) patients, 2) evaluate research quality using the CLEAR (CheckList_for_EvaluAtion_of_Radiomics_research), RQS (Radiomics_Quality_Score) frameworks, and formulate an amalgamated CLEAR-RQS tool to enhance scientific rigor. Materials and methods: A systematic literature review (Jun-Aug 2023, MEDLINE/PubMed/SCOPUS) was conducted concerning stage III/IV NSCLC, radiotherapy, and radiomic features (RF). Extracted data included study design particulars, such as sample size, radiotherapy/CT technique, selected RFs, and endpoints. CLEAR and RQS were merged into a CLEAR-RQS checklist. Three readers appraised articles utilizing CLEAR, RQS, and CLEAR-RQS metrics. Results: Out of 871 articles, 11 met the inclusion/exclusion criteria. The Median cohort size was 91 (range: 10–337) with 9 studies being single-center. No common RF were identified. The merged CLEAR-RQS checklist comprised 61 items. Most unreported items were within CLEAR's "methods" and "open-source," and within RQS's "phantom-calibration," "registry-enrolled prospective-trial-design," and "cost-effective-analysis" sections. No study scored above 50% on RQS. Median CLEAR scores were 55.74% (32.33/58 points), and for RQS, 17.59% (6.3/36 points). CLEAR-RQS article ranking fell between CLEAR and RQS and aligned with CLEAR. Conclusion: Radiomics research in post-radiotherapy stage III/IV NSCLC exhibits variability and frequently low-quality reporting. The formulated CLEAR-RQS checklist may facilitate education and holds promise for enhancing radiomics research quality. Clinical relevance statement: Current radiomics research in the field of stage III/IV postradiotherapy NSCLC is heterogenous, lacking reproducibility, with no identified imaging biomarker. Radiomics research quality assessment tools may enhance scientific rigor and thereby facilitate radiomics translation into clinical practice. Key Points: There is heterogenous and low radiomics research quality in postradiotherapy stage III/IV nonsmall cell lung cancer. Barriers to reproducibility are small cohort size, nonvalidated studies, missing technical parameters, and lack of data, code, and model sharing. CLEAR (CheckList_for_EvaluAtion_of_Radiomics_research), RQS (Radiomics_Quality_Score), and the amalgamated CLEAR-RQS tool are useful frameworks for assessing radiomics research quality and may provide a valuable resource for educational purposes in the field of radiomics. [ABSTRACT FROM AUTHOR]

Questioning plays a vital role in education, directing knowledge construction and assessing students' understanding. However, creating high-level questions requires significant creativity and effort. Automatic question generation is expected to facilitate the generation of not only fluent and relevant but also educationally valuable questions. While rule-based methods are intuitive for short inputs, they struggle with longer and more complex inputs. Neural question generation (NQG) has shown better results in this regard. This review summarizes the advancements in NQG between 2016 and early 2022. The focus is on the development of NQG for educational purposes, including challenges and research opportunities. We found that although NQG can generate fluent and relevant factoid-type questions, few studies focus on education. Specifically, there is limited literature using context in the form of multi-paragraphs, which due to the input limitation of the current deep learning techniques, require key content identification. The desirable key content should be important to specific topics or learning objectives and be able to generate certain types of questions. A further research opportunity is controllable NQG systems, which can be customized by taking into account factors like difficulty level, desired answer type, and other individualized needs. Equally important, the results of our review also suggest that it is necessary to create datasets specific to the question generation tasks with annotations that support better learning for neural-based methods. [ABSTRACT FROM AUTHOR]

In this study, the researchers explore lecturers' perspectives on the impact artificial intelligence (AI) has on blended learning within the context of South African higher education. AI is transforming traditional teaching and learning by enabling academic institutions to offer computerised, effective, and objective educational processes. The research was conducted to address the growing need to understand lecturers' viewpoints on how AI can enhance educational practices and overcome existing challenges in blended learning environments. To investigate this phenomenon, the researchers applied the Substitution, Augmentation, Modification, and Redefinition (SAMR) model as theoretical framework for the study. Their qualitative research undertaking employed a singular case study design focusing on 15 lecturers from the College of Education at a selected academic institution, to arrive at an in-depth understanding of lecturers' experiences and perceptions of how AI is integrated in blended learning. The researchers examined both the benefits and challenges associated with a blended teaching and learning mode, in the context of AI integration. The data collection process involved semi-structured focus group interviews that allowed for in-depth discussions to be conducted. This was complemented by detailed document analysis to analyse the course materials and teaching methods used by the lecturers. Homogeneous, purposeful sampling was applied to select participating lecturers who shared specific characteristics relevant to the study. Data analysis involved coding through the induction method, which helped to reveal relevant codes that were subsequently categorised. The study also included a comprehensive literature review of recent research findings, which were correlated with the collected data. The findings underscored the critical need for supportive measures, such as management backing, enhanced training opportunities, professional development initiatives, reliable technological infrastructure, improved internet connectivity, and additional time allocation, for the successful implementation of blended learning which integrates AI. This study contributes valuable insights into, and discussions on, the implications of adopting AI in a hybrid learning environment. [ABSTRACT FROM AUTHOR]

Many K-12 computer science (CS) education initiatives at the local, state, and federal levels have recently started to focus on engaging the young children. Although most CS education research has focused on the secondary level, only minimal research has explored how computer science (CS) and computational thinking (CT) can be taught in elementary and especially at kindergarten. Understanding how CS and CT are taught at the youngest levels is critical to support the creation of progressive quality curricula and professional development. Therefore, in this study, we delved into the CT/CS curriculum design considerations of five teachers for kindergarteners. Our findings revealed that the primary learning objectives encompassed: 1) Social skill acquisition, 2) Fostering a growth mindset, and 3) Developing basic CT competencies. Moreover, when crafting their CT/CS curriculum, teachers weighed factors such as 1) Their approach to adapting the CT/CS curriculum—whether it be a personalized approach or relying on a pre-packaged curriculum—and 2) Adhering to Developmentally Appropriate Practice (DAP), which took into account individual abilities, interests, and socially relevant contexts. We conclude by discussing the ramifications of these findings in terms of professional development and the shaping of future CT/CS curricula for young learners. [ABSTRACT FROM AUTHOR]

Over the past decade, international or migrant faculty researchers have explored the work roles, academic experiences, and identities of this community, while a new body of research has begun to draw on insights from migration studies to investigate to what extent and how they are integrated on campus. This paper seeks to extend these discussions by considering on-campus support for international faculty, their integration into the host society, and the relationship between these factors. Focusing on Japan and drawing on both a quantitative survey and qualitative interviews of recipients of the prestigious Japan Society for the Promotion of Science (JSPS) Post-Doctoral Fellowship, this study reveals that on-campus support is associated with higher levels of integration in Japanese society, but there are notable deficiencies in the linguistic and social support offered by universities. These findings indicate that universities seeking to attract and retain international talent should initially invest in language learning support services and reflect on the intermediary role they play between international faculty members and the local community. [ABSTRACT FROM AUTHOR]

Focusing on North American and European countries, previous studies have documented how heteronormativity operates in higher education institutions, but little is known about the degree to which these results reflect the Western context and the ways in which campus heteronormativity operates in other countries. To help answer these questions, the present study examined the implications of national contexts for campus heteronormativity while focusing on Japan as an example. The analysis of in-depth interview data showed that a large majority of Japanese lesbian, gay, bisexual, and queer (LGBQ) students described their institutions as unfriendly or hostile to them. Their explanations highlighted peer relationships as a site for heteronormativity, which manifested in straight peers' gossip about LGBQ students, outing attempts, and use of LGBQ kyaras in their group interactions. These patterns of peer interactions indicated influences of a social discourse in Japan that defined same-sex sexuality as a private matter as well as an interaction rule that distinguished between private feelings and public performances. The results were compared to a previous US study based on an equivalent design. Overall, the results underscored the importance of national contexts for understanding heteronormativity in higher education institutions. [ABSTRACT FROM AUTHOR]

Despite the widespread promotion of inclusive environments within higher education, social barriers and a lack of understanding among university staff continue to hinder students with disabilities in their goals of graduating and finding employment. Using ableism as a theoretical framework, this study aimed to explore attitudes among higher education institution employees towards students with disabilities and their feasibility in different types of education and employment positions. "Employees" in this study included teaching staff, student support, and administration. We conducted a factorial survey experiment in which respondents were invited to evaluate vignettes describing fictional students with and without disabilities. Other factors such as age, gender, ethnicity, and motivation were also included in the vignettes. A total of 2157 higher education employees across Norway participated in the survey and answered four questions regarding the likelihood of the student described in the vignette graduating, finding employment, and being suitable for relevant work tasks. Additionally, respondents were asked to rate how likely it was that they could make arrangements for the student during their studies. Results from multilevel regression analyses suggest that higher education employees are generally positive towards making arrangements for students with disabilities. However, despite this, students with disabilities were considered less likely to graduate, find employment, and less suitable in performing relevant work tasks in comparison to students without disabilities. We argue that ableist expectations continue to dominate perceptions of students within academia, and until ableism is addressed at an institutional level, higher education will remain far from inclusive. [ABSTRACT FROM AUTHOR]

The global research system is pluralising as more researchers and institutions around the world contribute to knowledge creation. However, global research remains highly unequal because of the hegemonic influence yielded by Global North/West. The unequal dynamics impact the dynamics of international research collaboration (IRC). Through in-depth qualitative interviews, this study investigates the dynamics of epistemic injustice, positional good and hegemony in IRC. The data are collected from the Turkish higher education system because its unique position at the Global North/West and South/East borders can make the distinctions and inequalities more visible. Findings indicate that Fricker's (2007) epistemic injustice and Hirsch's (1976) positional competition are crucial factors in creating or reinforcing hegemony in IRC. A strong value is attached to collaborating with Global Northern/Western scholars or institutions. IRC with the West seems to procure a higher epistemic value. The higher epistemic value increases positional competition to collaborate with those in the Global North/West. Also, funding obtained from the Global North/West is seen as more credible and valuable, reinforcing the main argument for the higher epistemic value and positional good ascribed to IRC with the Global West/North. [ABSTRACT FROM AUTHOR]

This study describes an experiment in which engineering students create serious games (SG) that tackle problems relevant to their jobs. This experiment was conducted as part of the "Business Games" module we taught students enrolled in the Master's program "Innovation Management" at the National School of Engineers of Tunis. By asking these engineers to create their games, we first aim to confirm that this reinforces their mastery of the course content. It also allows them to apply the concepts they have learned. We also intend to innovate by basing the module evaluation on students' games. Sensitizing these engineers to the value of SG within the organization is a crucial part of our objectives. To create their games, we asked the students to use the Scratch environment. At the end of the semester, the students presented their achievements and completed a questionnaire. Its results reveal that the experiment was highly appreciated by the students and that, overall, we achieved our objectives. This article discusses SGs and how their development affects student learning. Moreover, these engineers indicated that before developing their games, they carefully reviewed the course material. To create their games, they also studied job details. Students generally liked Scratch and mentioned some of its weaknesses. The students asked that the experiment be repeated with other modules the following year. Although we have achieved our goals, improvements should be made if this experiment is repeated. [ABSTRACT FROM AUTHOR]

In the 1970s, research on artificial intelligence in education emerged with the aim of acknowledging and accommodating the psychological aspects of the learning process. Since then, its applications have evolved and it is now used for student learning and assessment, teachers' pedagogical practice, management of educational institutions, and lifelong learning. Nevertheless, the ethical challenges of educational programmes using these systems have not been thoroughly studied. Anchored on the theoretical frame of dialogic ethics, this paper presents a section of a participatory futures research project. The goal of the research is to develop a toolkit that educators can use to ensure a smooth and ethical transition to artificial intelligence-based education while preserving the interests of educational development. This paper emphasises the need for an informed and participatory process that involves all stakeholders and begins with an expert consultation through the Delphi method, the results of which allowed the construction of eight hypothetical futures scenarios. These scenarios provide evidence that examining the ethics of using artificial intelligence systems presents an opportunity to reflect on the ethics of education as a whole. They highlight the challenge of balancing the benefits and drawbacks of such systems, especially concerning educational goals and the interplay between diverse educational actors and personal development in educational settings. The study outcomes are intended to encourage discussions on the integration of ethical artificial intelligence in education and facilitate the continuing professional development of teachers by equipping them with scenarios that can be used as a resource for training purposes. [ABSTRACT FROM AUTHOR]

A primary goal of educational settings in the United States is to produce competent writers. However, most students do not receive adequate instruction and practice beyond grade three. Furthermore, only 29% of high school graduates without disabilities, and 5% with disabilities exit with proficient writing skills (U.S. Department of Education, 2011). There is growing body of evidence for the use of explicit instruction and timed practice interventions to teach writing skills to struggling writers. However, to date there is no review of these combined strategies (i.e., explicit instruction and timed practice) to teach writing skills. The current review analyzed 10 studies that met the What Works Clearinghouse Single Case Design Standards 5.0 and included 53 students who received explicit instruction and timed practice interventions for sentence-level writing skills. Results from the independent analysis show that explicit instruction and timed practice have a significant impact on decreasing the frequency of incorrect writing performance and establish the need for additional research on frequency building strategies for writing skills. Results of the review, recommendations for educators, and future directions for researchers are discussed. [ABSTRACT FROM AUTHOR]

This paper introduces a novel method for solving the resection problem in two and three dimensions based on conformal geometric algebra (CGA). Advantage is taken because of the characteristics of CGA, which enables the representation of points, lines, planes, and volumes in a unified mathematical framework and offers a more intuitive and geometric understanding of the problem, in contrast to existing purely algebraic methods. Several numerical examples are presented to demonstrate the efficacy of the proposed method and to compare its validity with established techniques in the field. Numerical simulations indicate that our vector geometric algebra implementation is faster than the best-known algorithms to date, suggesting that the proposed GA-based methods can provide a more efficient and comprehensible solution to the two- and three-dimensional resection problem, paving the way for further applications and advances in geodesy research. Furthermore, the method's emphasis on graphical and geometric representation makes it particularly suitable for educational purposes, allowing the reader to grasp the concepts and principles of resection more effectively. The proposed method has potential applications in a wide range of other fields, including surveying, robotics, computer vision, or navigation. [ABSTRACT FROM AUTHOR]

In modern healthcare systems, data sources are highly integrated, and the privacy challenges are becoming a paramount concern. Despite the critical importance of privacy preservation in safeguarding sensitive and private information across various domains, there is a notable deficiency of learning and training material for privacy preservation. In this research, we present a k-anonymity algorithm explicitly for educational purposes. The development of the k-anonymity algorithm is complemented by seven validation tests, that have also been used as a basis for constructing five learning scenarios on privacy preservation. The outcomes of this research provide a practical understanding of a well-known privacy preservation technique and extends the familiarity of k-anonymity and the fundamental concepts of privacy protection to a broader audience. [ABSTRACT FROM AUTHOR]

We present an updated overview of the AiZynthFinder package for retrosynthesis planning. Since the first version was released in 2020, we have added a substantial number of new features based on user feedback. Feature enhancements include policies for filter reactions, support for any one-step retrosynthesis model, a scoring framework and several additional search algorithms. To exemplify the typical use-cases of the software and highlight some learnings, we perform a large-scale analysis on several hundred thousand target molecules from diverse sources. This analysis looks at for instance route shape, stock usage and exploitation of reaction space, and points out strengths and weaknesses of our retrosynthesis approach. The software is released as open-source for educational purposes as well as to provide a reference implementation of the core algorithms for synthesis prediction. We hope that releasing the software as open-source will further facilitate innovation in developing novel methods for synthetic route prediction. AiZynthFinder is a fast, robust and extensible open-source software and can be downloaded from https://github.com/MolecularAI/aizynthfinder. [ABSTRACT FROM AUTHOR]

Instructional designers perform informal formative evaluation in design practice. An evaluation may be used to locate errors in alignment of instructional objectives or to increase the quality or effectiveness of a design. An instructional design review is similar to peer reviews in higher education which are often structured, and tools are provided to contribute to the review. A study was performed to identify the support structures and tools that contribute to building a community of feedback within the practice of instructional design reviews. Six instructional designers and design managers were interviewed to gather the processes they use in design reviews and to understand their perceptions of the practice. There was an alignment between manager support and an environment that promotes a supportive review. The designers described a "culture of feedback" when there was structure and there were supports provided for reviews. [ABSTRACT FROM AUTHOR]

AI-based simulations for educational and assessment purposes are gaining global recognition. Informed by cultural comparison research, this study investigates cross-country variations in users' utilization and perceptions of a simulation-based assessment. Specifically, we conducted a comparative analysis between a sample of South African and Canadian students to uncover potential differences in assessment scores, communication patterns, and reactions vis-a-vis a simulation assessment for evaluating teamwork skills. Data were collected from over 500 undergraduate students in South Africa and Canada who completed a simulation assessment and reported their reactions and perceptions. The findings yielded several noteworthy observations. First, South African students attained higher assessment scores than Canadian students; although, the difference did not quite reach statistical significance at p < 0.05. Second, significant variations were observed in the quantity and style of communication. South African students used fewer words and more polite language, while Canadian students tended to use more decisive language and provided more explanations and help to their virtual teammates. Third, South African students were more likely to perceive their virtual teammates as "human" and were less concerned whether they were real people or virtual. Lastly, compared with their Canadian counterparts, South African students reported more positive reactions and perceived the assessment to be more accurate. These findings warrant further investigation. [ABSTRACT FROM AUTHOR]

Multimedia is extensively used for educational purposes. However, certain types of multimedia lack proper design, which could impose a cognitive load on the user. Therefore, it is essential to predict cognitive load and understand how it impairs brain functioning. Participants watched a version of educational multimedia that applied Mayer's principles, followed by a version that did not. Meanwhile, their electroencephalography (EEG) was recorded. Subsequently, they participated in a post-test and completed a self-reported cognitive load questionnaire. The audio envelope and word frequency were extracted from the multimedia, and the temporal response functions (TRFs) were obtained using a linear encoding model. We observed that the behavioral data are different between the two groups and the TRFs of the two multimedia versions were different. We saw changes in the amplitude and latencies of both early and late components. In addition, correlations were found between behavioral data and the amplitude and latencies of TRF components. Cognitive load decreased participants' attention to the multimedia, and semantic processing of words also occurred with a delay and smaller amplitude. Hence, encoding models provide insights into the temporal and spatial mapping of the cognitive load activity, which could help us detect and reduce cognitive load in potential environments such as educational multimedia or simulators for different purposes. [ABSTRACT FROM AUTHOR]

Efficient reading is essential for societal participation, so reading proficiency is a central educational goal. Here, we use an individualized diagnostics and training framework to investigate processes in visual word recognition and evaluate its usefulness for detecting training responders. We (i) motivated a training procedure based on the Lexical Categorization Model (LCM) to introduce the framework. The LCM describes pre-lexical orthographic processing implemented in the left-ventral occipital cortex and is vital to reading. German language learners trained their lexical categorization abilities while we monitored reading speed change. In three studies, most language learners increased their reading skills. Next, we (ii) estimated, for each word, the LCM-based features and assessed each reader's lexical categorization capabilities. Finally, we (iii) explored machine learning procedures to find the optimal feature selection and regression model to predict the benefit of the lexical categorization training for each individual. The best-performing pipeline increased reading speed from 23% in the unselected group to 43% in the machine-selected group. This selection process strongly depended on parameters associated with the LCM. Thus, training in lexical categorization can increase reading skills, and accurate computational descriptions of brain functions that allow the motivation of a training procedure combined with machine learning can be powerful for individualized reading training procedures. [ABSTRACT FROM AUTHOR]

The increasing prevalence of Fourth Industrial Revolution (4IR) technologies has led to a surge in the popularity of AI application tools, particularly chatbots, in various fields, including education. This research explores the factors influencing undergraduate students' inclination to embrace AI application tools, specifically chatbots, for educational purposes. Using an expanded diffusion theory of innovation framework, the study investigates the relationship between relative advantages, compatibility, trialability, perceived trust, perceived usefulness, perceived ease of use, and behavioral intention. Using a 7-point scale, a questionnaire was given to 842 undergraduate students to collect data. The analysis, conducted using SmartPLS 4.0.9.2 software with a covariance-based structural equation model, produced significant findings. The study confirms hypotheses related to the relative advantages, compatibility, trialability, perceived usefulness, and perceived trust associated with chatbots. Notably, students who perceive the benefits of chatbots show a strong intention to use them for academic purposes. The perception of compatibility between students and chatbots positively influences adoption intention, highlighting the importance of compatibility. Additionally, students who have the opportunity to trial chatbots are more likely to use them, emphasizing the significance of trialability. Interestingly, the study did not establish direct relationships between perceived usefulness, perceived ease of use, and behavioral intention. This suggests the presence of other influential factors or dynamics in the adoption of chatbots for educational purposes. These findings offer practical insights for students and contribute to the theoretical understanding of the diffusion theory of innovation. Future research can further explore these insights to unravel the complexities of chatbot adoption and facilitate the broader adoption of AI tools in educational settings. [ABSTRACT FROM AUTHOR]

Background: Despite global interest in the interface of Algorithmically-driven writing tools (ADWTs) and academic integrity, empirical data considering educators' perspectives on the challenges, benefits, and policies of ADWTs use remain scarce. Aim: This study responds to calls for empirical investigation concerning the affordances and encumbrances of ADWTs, and their implications for academic integrity. Methods: Using a cross-sectional survey research design, we recruited through snowball sampling 100 graduate students and faculty members representing ten disciplines. Participants completed an online survey on perceptions, practices, and policies in the utilization of ADWTs in education. The Technology Acceptance Model (TAM) helped us understand the factors influencing the acceptance and use of ADWTs. Results: The study found that teacher respondents highly value the diverse ways ADWTs can support their educational goals (perceived usefulness). However, they must overcome their barrier threshold such as limited access to these tools (perception of external control), a perceived lack of knowledge on their use (computer self-efficacy), and concerns about ADWTs' impact on academic integrity, creativity, and more (output quality). Conclusion: AI technologies are making headway in more educational institutions because of their proven and potential benefits for teaching, learning, assessment, and research. However, AI in education, particularly ADWTs, demands critical awareness of ethical protocols and entails collaboration and empowerment of all stakeholders by introducing innovations that showcase human intelligence over AI or partnership with AI. [ABSTRACT FROM AUTHOR]

Engagement is a core issue in language teaching and learning. Without the students' active involvement in the teaching–learning process, educational objectives could not be achieved. Accordingly, the concept of engagement has been the focus of researchers, practitioners, and policymakers. This research examined the effects of corpus-based instruction on engineering students' engagement in academic writing classes. The participants were 77 randomly selected fourth-year mechanical engineering students. The data were gathered through a self-reflective report and a journal and analyzed through an independent t-test, One-Way ANOVA, and narration techniques. The data showed that students who were instructed via corpus-based instruction improved their behavioral, emotional, and cognitive engagements better than their counterparts; the experimental group enjoyed the activities and actively participated in different academic writing processes. The data also attested that there was a significant statistical difference between the experimental group and the control group engagements. This research implied that EFL teachers should consider genuine and real-life linguistic features and activities when they design academic writing instruction to enhance their engagement during the instruction. [ABSTRACT FROM AUTHOR]

While humans can effortlessly pick a view from multiple streams, automatically choosing the best view is a challenge. Choosing the best view from multi-camera streams poses a problem regarding which objective metrics should be considered. Existing works on view selection lack consensus about which metrics should be considered to select the best view. The literature on view selection describes diverse possible metrics. And strategies such as information-theoretic, instructional design, or aesthetics-motivated fail to incorporate all approaches. In this work, we postulate a strategy incorporating information-theoretic and instructional design-based objective metrics to select the best view from a set of views. Traditionally, information-theoretic measures have been used to find the goodness of a view, such as in 3D rendering. We adapted a similar measure known as the viewpoint entropy for real-world 2D images. Additionally, we incorporated similarity penalization to get a more accurate measure of the entropy of a view, which is one of the metrics for the best view selection. Since the choice of the best view is domain-dependent, we chose demonstration-based training scenarios as our use case. The limitation of our chosen scenarios is that they do not include collaborative training and solely feature a single trainer. To incorporate instructional design considerations, we included the trainer's body pose, face, face when instructing, and hands visibility as metrics. To incorporate domain knowledge we included predetermined regions' visibility as another metric. All of those metrics are taken into account to produce a parameterized view recommendation approach for demonstration-based training. An online study using recorded multi-camera video streams from a simulation environment was used to validate those metrics. Furthermore, the responses from the online study were used to optimize the view recommendation performance with a normalized discounted cumulative gain (NDCG) value of 0.912, which shows good performance with respect to matching user choices. [ABSTRACT FROM AUTHOR]

The recent appearance of generative artificial intelligence (AI) platforms has been seen by many as disruptive for education. In this paper I attempt to locate the source of tension between educational goals and new information technologies including AI. I argue that this tension arises from new conceptions of epistemic agency that are incompatible with educational aims. I describe three competing theories of epistemic agency which I refer to as Makers, Managers, and Inforgs. I contend that educators are correct in maintaining the first of these, which is rooted in the educational theories of Locke and Dewey, as their main educational purpose. Competing theories do not serve the goals of learners, even as they must prepare for life in a very different epistemic environment. [ABSTRACT FROM AUTHOR]

Those sentenced to life in prison without the possibility of parole as juveniles were recently granted opportunities for release when the Supreme Court ruled that they must be retroactively reprocessed. This is a population that was never expected to be released from prison, resulting in minimal reentry programming and treatment. Now that many are preparing for release it is unclear if they are ready to reenter their communities. In the current study, 123 juvenile lifers discussed their preparation for reentry and expectations for release. Findings indicate that they plan to depend largely upon family and spouses for support; that they are attempting to prepare themselves for entry in a variety of ways, but many have been prevented from programming; and most have modest career and educational goals, but some have ambitious plans for release. This study is an important first step in understanding how juvenile lifers will reenter their communities. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) technology is one of the latest developments and is receiving ever-increasing attention. Many researches are conducted on an international scale in order to study the effectiveness of its use in education. The purpose of this work was to record the characteristics of AR applications, in order to determine the extent to which they can be used effectively for educational purposes and reveal valuable insights. A Systematic Bibliographic Review was carried out on 73 articles. The structure of the paper followed the PRISMA review protocol. Eight questions were formulated and examined in order to gather information about the characteristics of the applications. From 2016 to 2020 the publications studying AR applications were doubled. The majority of them targeted university students, while a very limited number included special education. Physics class and foreign language learning were the ones most often chosen as the field to develop an app. Most of the applications (68.49%) were designed using marker detection technology for the Android operating system (45.21%) and were created with Unity (47.95%) and Vuforia (42.47%) tools. The majority of researches evaluated the effectiveness of the application in a subjective way, using custom-made not valid and reliable tools making the results not comparable. The limited number of participants and the short duration of pilot testing inhibit the generalization of their results. Technical problems and limitations of the equipment used are mentioned as the most frequent obstacles. Not all key-actors were involved in the design and development process of the applications. This suggests that further research is needed to fully understand the potential of AR applications in education and to develop effective evaluation methods. Key aspects for future research studies are proposed. [ABSTRACT FROM AUTHOR]

This contribution investigates higher education students' perceptions about mobile learning (m-learning) applications, as well as the effects of social influences and of appropriate facilitating conditions, on their intentions to continue using them. A structured survey questionnaire integrated valid measures from the Technology Acceptance Model (TAM) and from the Unified Theory of Acceptance and Use of Technology (UTAUT) to better explain their acceptance and use of m-learning software. The findings reported that facilitating conditions including the provision of resources, ongoing training opportunities and technical support, were affecting the respondents' engagement with m-learning programs. The respondents indicated that they were not influenced by others to use mobile technologies for educational purposes. The results also suggest that they were well acquainted (and habituated) with the use of mobile devices and their applications. Evidently, they helped them improve their learning journeys. [ABSTRACT FROM AUTHOR]

Learning communities have become a focal point of research due to their potential impact on learning outcomes, motivation, and communication. These factors are recognized as crucial determinants of the effectiveness of learning communities. To guide this study, a thorough review of 35 relevant studies was conducted, employing rigorous inclusion and exclusion criteria based on the PRISMA framework to ensure a systematic and robust approach. The findings of this study indicated that learning communities possess the capacity to enhance communication, motivation, and learning outcomes, while simultaneously alleviating learner anxiety. Specifically, it was observed that well-designed online learning communities can significantly improve learning outcomes. Furthermore, the utilization of online technologies within these communities can facilitate enhanced communication, leading to improved learning outcomes. Moreover, this study offers a range of recommendations for optimizing learning outcomes through the implementation of learning communities. These recommendations serve as valuable guidance for harnessing the full potential of learning communities to achieve educational goals. In conclusion, this study underscores the importance of learning communities in enhancing learning outcomes, motivation, and communication. It highlights the efficacy of appropriately designed online communities and the integration of technology in fostering effective communication and improving learning outcomes. The study contributes important insights into ways of maximizing the benefits of learning communities in promoting educational success. [ABSTRACT FROM AUTHOR]

Mobile technology is used by undergraduate students for educational purposes, it supported students' learning during the pandemic, while mobile learning may have potential benefits and barriers. This study investigates Greek undergraduate students' perceptions on mobile technology-learning barriers in their academic studies. This topic is of international interest and still underexplored in Greece. An online questionnaire was completed by 212 students, and this study is descriptive-inferential. Students' perceptions regarding major barriers, reveal both external (internet connectivity issues, high cost of mobile devices, outdated operating system) and internal (tutors' negative attitudes and insufficient knowledge for mobile technology-learning integration) barriers. Other obstacles are associated with student concerns about distraction, and inadequate training opportunities to use mobile technology in their studies. Students' confidence, attitudes and digital skills regarding mobile technology adoption/use are perceived as minor barriers (or no barriers). The findings have implications for students, university tutors and university stakeholders. [ABSTRACT FROM AUTHOR]

One of the primary goals of STEAM education is to equip students with the capability of creativity to solve problems. Creativity is believed to be closely related to the ability of making remote associations and combining unrelated concepts. This article explored the effects of three kinds of association interventions (i.e., remote association, close association, free association) on students' creative thinking, creative aptitude, empathy, and design scheme. A total of 94 middle school students participated in the study and were assigned to three groups: the experiment group 1 (n = 30) used remote association and experiment group 2 (n = 32) used close association, the control group (n = 32) used free association (brainstorming) to complete the STEAM integration design projects respectively. Creative Thinking Test, Williams Creativity Aptitude Test (WCAT), Basic Empathy Scale (BES), design ideas, and interviews of students become source data for analysis. Results indicated that both remote and close association were effective strategies in promoting creativity in the STEAM course. However, students in the remote association group achieved a significantly higher degree of creative thinking. While students in the close association group significantly outperformed the remote association group on creativity aptitude and quality of design ideas. No significant difference was found among the three association conditions in students' degree of empathy. The findings highlight the different effects of remote and close association for creativity cultivation in STEAM education. [ABSTRACT FROM AUTHOR]

Global Engineering Education Accreditation (GEEA) is an internationally accepted quality assurance system for engineering education in universities, and technology competitions for college students are also considered important approaches to achieve the educational objectives and meet graduation requirements of GEEA in practice aspects. In this paper, the competency of guiding teachers of technology competitions for Chinese college students is evaluated through a case of National Competition of Transportation Science and Technology for Students (NACTranS). Firstly, 7 theoretical hypotheses of the modified structural equation modeling (SEM) for competency were developed by concentrating on some principles pertaining to the key concepts of GEEA. Secondly, competition results were set as the dependent variable and 3 dimensions of competition (topic selecting, works producing and team managing) were set as the independent variables under the modified SEM. Meanwhile, both administrative ranks and regional locations of universities where guiding teachers work were set as intervening vectors so as to explain the formation mechanisms of competency. Thirdly, a case study of NACTranS data from 68 universities in China's mainland was done through modified SEM calculating. The conclusions indicate that competency of guiding teachers is not only represented by 3 dimensions but also indirectly manipulated by 2 intervening vectors. According to the case calculating by modified SEM, the determinant of guiding teachers' performance in topic selecting is the administrative ranks of universities, whereas their performance in works producing is dictated by the regional locations of universities. Various improvements on the competency of guiding teachers can be carried out in schools of engineering in Chinese universities, such as sufficient academic communications, efficient industry-university-research cooperation and so on. [ABSTRACT FROM AUTHOR]

With educational technology growing by leaps and bounds, synchronous online learning platforms have become a prevalent practice worldwide. Although numerous studies unraveled the behavioral intention of educational technologies with statistical methodology, there is a paucity of that of DingTalk, one of China's most popular online platforms for synchronous learning. This study aimed to extend the Unified Theory of Acceptance and Use of Technology (UTAUT) by incorporating new constructs and examining the factors that affect users' behavioral intention and use behavior of DingTalk. The study collected 856 valid responses from China, which were analyzed using SPSS 23.0 and Amos 24.0. The findings indicated that (1) effort expectancy (EE), performance expectancy (PE), facilitating conditions (FC), self-efficacy (SE), and received feedback (RF) could significantly impact users' attitudes toward behavior (ATB); (2) social influence (SI), FC, RF, and ATB could be significant predictors of user behavioral intention (BI); (3) FC, RF, and BI were found to have a significant effect on use behavior (UB); (4) the extended UTAUT model could explain 60.9% of the variance of users' behavioral intention of DingTalk in China; (5) the study identified ATB and BI as joint mediators between certain variables in the model. The study presented a robust theoretical underpinning to explain the acceptance and use of educational technologies in China and provided insights into the future enhancement of E-learning platforms. [ABSTRACT FROM AUTHOR]

Little is known about how teachers construct tests. For that reason, this study addresses the use of teacher-constructed tests for assessing educational goals, expressed in terms of student mathematical competencies. The focus is on meanings that upper secondary school mathematics teachers assign to their own test construction practices for assessing educational goals, expressed in terms of mathematical competencies in the curriculum. The methodological approach of grounded theory, underlined by symbolic interactionism, is applied to semi-structured interviews with teachers. The core category, the emerging taxonomy, is derived by revealing distinctions in degree of paying attention to competencies: no attention, superficial attention, and qualitative attention, as well as two different phases of the assessment: constructional and marking. Finally, a couple of possible implications for developing and improving test construction are offered. This includes collaborative work, inside and outside of schools, with both prospective and in-service teachers, for improvement of competence implementation in regular teaching and learning in alignment with mathematical content. [ABSTRACT FROM AUTHOR]

Student-Teacher-Scientist Partnerships (STSPs) provide opportunities for students and teachers to participate in citizen science and engage with scientific concepts and practices, thereby bridging school learning with issues of importance to society, such as climate change. But STSPs require partners to cross boundaries between the cultures of science and schooling, which is extremely difficult. This three-year case study illuminates how successful designers tackled boundary crossing challenges while creating a scalable STSP for environmental education. Analysis of data gathered from three sources – designer-generated documents, interviews with designers, and researchers' observations of the designer work - through an in-depth participant-observation approach revealed how designers (curriculum writers and partner ecologists) made it possible for middle school students and teachers from partner schools to contribute climate-related data to the ecologists' research and to other citizen science programs, while accommodating teacher preferences and curricular constraints to pursue educational goals. Findings about how designers used specific methods and created curriculum supports to aid processes of boundary crossing are discussed in light of relevant literature, highlighting their considerations about specific stakeholder needs related to pedagogical, curricular, and scientific goals of the partnership. Further, distilled from the empirical findings and in light of relevant literature are three guidelines in designing for STSPs to foster student inquiry, to support teachers, and to provide multiple benefits through the STSP. These findings and guidelines can help designers anticipate and attend to boundary crossing challenges in STSPs designed for environmental education, with broader implications for science education in general. [ABSTRACT FROM AUTHOR]

This study explored relations between teachers' perceptions of sharing educational goals and values with their colleagues (shared values), job satisfaction, and motivation to leave the teaching profession. The extent to which these associations were mediated through indicators of psychological need satisfaction (belonging, autonomy, and competence) was also examined. Participants were 1145 Norwegian teachers. SEM analyses showed that shared values were positively associated with all indicators of psychological need satisfaction. Shared values were also indirectly associated with general job satisfaction, mediated through perceived belonging and competence. In turn, job satisfaction was strongly and negatively associated with motivation to leave. [ABSTRACT FROM AUTHOR]

This study aims to bridge the gap between extended reality (XR) and digital literacy (DL) in popular science education and further develop a DL–XR framework. XR includes augmented, virtual, and mixed reality (AR, VR, and MR), which has received increased attention and has been used for educational purposes in recent years. However, the studies of XR in popular science education and its impact on students are scant. It is also challenging to find studies entailing XR and DL in education. This study not only offers an overview of the status quo of XR education but also is the first research presenting a referential framework that systematically integrates the many dimensions of XR and DL for future research and educational practices. XR has been extensively used in museums, benefiting users with immersive, authentic, hands-on, and interactive experiences. In the DL–XR framework, based on the variations of "individual-group" and "passive consumption-active creation", eight dimensions of DL linked to XR are proposed, including "access and understanding", "evaluation", "ethics and well-being", "interaction", "collaboration", "creation", "problem-solving", and "civic engagement and responsibility". In the nurturing of DL, evidence revealed that XR is mostly used for learners to access knowledge/information and interact with virtual items; nonetheless, its applications for active creation, problem-solving, and collaboration are seldom prioritised. This study further proposes integrating project-based learning into XR pedagogical practices, which can maximise its impact on learning and empower the learners to achieve advanced levels of DL. [ABSTRACT FROM AUTHOR]

The goal of this study was to investigate what is known about the demographic characteristics of Twitter influencers in academic medicine. We conducted a literature search and scoping review exploring the demographic characteristics of Twitter influencers in academic medicine. Included studies evaluated Twitter influence by any metric and reported associated demographic characteristics. There were no date or language restrictions. Data points included metrics of influence, demographics, and study characteristics. From 1656 records, thirteen met inclusion criteria. Influence was variably defined based on followers, measures of centrality, measures of engagement, or through third-party software. Studies were conducted at single time points and relied heavily on facial recognition for classification of sex or gender, with no studies exploring race as a variable of interest. Twitter influencers in academic medicine were found to be disproportionately male: significantly fewer influencers were female at all levels of professional status. Two studies identified more female influencers among trainee populations. Female users were less likely to develop influence based on followers, retweets, likes, or other measures of engagement at academic meetings, despite equal or greater representation at these meetings. Results on associations between Twitter influence and number of publications or h-index varied considerably. No included studies explored race or ethnicity in relation to Twitter influence, which presents a significant gap in the literature. Our findings highlight the need for larger, user-engaged studies of inequities related to social media influence in academic medicine, especially as social media is increasingly incorporated into academic portfolios. [ABSTRACT FROM AUTHOR]

Combinations of perceptual fluency and sense-making competencies contribute synergistically to learning gains in undergraduate science, technology, engineering, and math (STEM) education. However, instructional principles depend on the target of instruction, and in many fields, the targets of instruction are quite different from undergraduate STEM education. Professional learning often involves the application of previously acquired conceptual knowledge in a perceptually complex reality. This paper focuses on the field of surgery, specifically the recognition of surgical anatomy, in which the target of instruction is perceptual ability rather than conceptual knowledge. We conducted two experiments in which 42 and 44 surgical trainees participated in perceptual-fluency and sense-making interventions, followed by tests of their ability to recognize surgical anatomy in real operative images. The results showed that perceptual-fluency interventions contributed to gains in perceptual knowledge relating to surgical anatomy, whereas sense-making interventions did not. We discuss our findings in terms of alignment between instructional design and instructional goals, and the application of advances in learning sciences to adult learning of complex skills. [ABSTRACT FROM AUTHOR]

Recent studies suggest that teachers' emotions can influence their teaching. Guided by a phenomenological orientation, we used a qualitative single-case study approach to investigate the interplay between a teacher's emotions and the enactment of her instructional goals. We looked at Lily's (pseudonym) assessments of the success and failure of employing epistemological messages for sixth-grade students' sense-making and construction of scientific explanations using microsociological and exploratory interpretations. The study is important because it shed light on the crucial roles that teachers' emotions play in the success of their decisions to use reform-based teaching practices. Formal and informal interviews, classroom video recordings, field notes, and observation data from the six-lesson unit on "Plant structures and functions" were all included in the analysis. We used the control-value theory of achievement emotion to repeatedly code the data in order to investigate how Lily appraised the success and failure of employing epistemological messages. Additionally, we used the four dimensions of sound scientific explanations—relevance, conceptual framework, causality, and appropriate level of representation—to deductively evaluate the productivity of her epistemological messages. Results showed two opposing emotions, "joy" and "irritation", resulting in productive and unproductive epistemological messages. When she felt "joy" as a consequence of a favourable assessment of her instructional goals and expectations based on student outcomes, her epistemological messages effectively conveyed the majority of the dimensions of good scientific explanations. These findings reveal the importance of teachers' emotions during the implementation of their intended reform-based teaching practices and offer implications for future studies. [ABSTRACT FROM AUTHOR]