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The advances in information and communications technology and the digitization of services offer new ways to reach, engage with, and provide services to consumers. Recent advances in technology have fueled the rapid growth of digitization in education, and the education industry has witnessed radical changes in the provision and delivery of its products and services. Digital textbooks, which are equipped with various learning resources including multimedia aids, assessment questions, and hyperlinks to external resources, can be an important channel for harnessing technologies in classrooms. Korea's digital textbook experiment provides a unique empirical setting to examine the effects of digital textbooks on students' academic outcomes. The authors employ a panel regression model with teacher fixed effects, propensity score weighting, and an instrumental variable strategy to find that greater usage of digital textbooks in class improves students' academic performance, academic interest, and learning skills. The authors explore the heterogeneity in the utilization effect across student levels and find greater improvements in academic performance for low-achieving students. The findings have important managerial and policy implications for major stakeholders in the education sector, including teachers, school administrators, students, and policy makers. [ABSTRACT FROM AUTHOR]

This research investigated student perceptions of the level of digital inclusion and the difficulties they face in using information services at the University of Jordan library. A questionnaire was distributed to students with physical disability (mobility, hearing, visual) at the University of Jordan (N = 284) of whom 173 responded. A low level of digital inclusion of students with disabilities in the University of Jordan library information services was confirmed. Accordingly, academic libraries need to be more inclusive of students with disabilities in their information services. The study will be useful for library managers to realize their libraries' role towards the local community. The result of this research will provide insights for librarians, academic professionals and stakeholders to plan for the digital inclusion of people with disabilities in libraries' information services. It will also provide insights for planning the required training for librarians to support the library provision of a digital inclusion plan. [ABSTRACT FROM AUTHOR]

Spatial thinking is an essential skill for geographers and can be taught and learnt at any age. Spatial thinking should, therefore, form part of the Geography curriculum at every study level. An initial desktop study by the authors has indicated that the inclusion of spatial thinking in the undergraduate Geography curriculum at South African universities needs improvement. Up to now, published research papers have focused mostly on questions on spatiality included in Geography textbooks at the school and tertiary levels. None of these papers focused on the spatiality of assessment questions. This research aims to assess the spatiality of questions posed in formative and summative assessments of undergraduate geography modules at six selected South African universities. The taxonomy of spatial thinking was used to determine the spatiality of 2864 formative and summative assessment questions used at the first, second and third-year levels at six selected South African universities. The results indicate that the assessment questions, generally, do not reach a desirable level of spatiality and will, therefore, contribute towards developing students’ spatial thinking skills only in a limited way. Based on the results, recommendations are supplied to improve the spatiality of undergraduate Geography assessment questions using the taxonomy of spatial thinking. [ABSTRACT FROM AUTHOR]

AbstractUnderstanding the pedagogical dynamics that occur when teachers interact with digital textbook devices (DTDs) in the artificial intelligence (AI)–enhanced teaching environment is critical for education success. Previous research on the use of DTDs has primarily focused on subjective and intrusive questionnaire surveys, with little attention paid to the accompanying data when teachers use AI tools. This study aims to mine teachers’ behaviors from a data-driven perspective, exploring actual practices as they integrate DTDs into their teaching. We collected teachers’ behavioral data from a cloud-based curriculum platform, covering four subjects over a four-month period. Then, we used the lag sequential analysis (LSA) technique to investigate state-change patterns and the motif discovery technique to uncover hidden sequential patterns in teachers’ behaviors. Furthermore, using two mutually dependent recurrent neural networks, we predicted teachers’ future behaviors while operating DTDs, providing a more complete understanding of their pedagogical dynamics. Our findings show significant behavioral patterns when teachers use AI–embedded digital devices in the smart teaching environment. Additionally, the predictive model performed well in predicting teachers’ future behaviors, which can be used to improve the design of human–computer interaction in digital textbooks. [ABSTRACT FROM AUTHOR]

Textbooks for social science research suggest that studies are necessarily grounded in foundational philosophies that shape the research process. However, the literature does not provide a consistent picture of how philosophical positions shape research, and few studies have investigated researchers' own ideas about this process. This study aimed to classify researchers' descriptions of how philosophical positions connect to aspects of the research process and to investigate metaphors used to describe these connections. From a sample of 1500 journal articles, 73 papers were found that directly mentioned a philosophical position. The analysis found that philosophical positions are most often connected with study design and methodology, or with concepts and theories. The connections include that philosophical positions result in, support, match and result from aspects of the research process, and that philosophical assumptions could be inherent in methodologies and theories. Metaphorically, philosophical positions were a tool, path, location, support, resource, person and seeing. These classification frameworks can be used in future research to understand how researchers conceptualize philosophical positions and how this influences their decision making. [ABSTRACT FROM AUTHOR]

An interview with Michael Hacker, co-director of the Center for Stem Research at Hofstra University in New York, is presented. Hacker describes his education while growing up in New York City and he talks about the industrial arts/technology education institutions in New York. He describes his career in education and the nature of the technology education curriculum in New York. He discusses his decision to move towards engineering education and several National Science Foundation projects.

This paper describes research on the didactic design of teaching materials created by Czech future teachers in their university theses. The results of the research indicate that the teaching materials for future teachers are far from achieving the highest level of didactic design. The average value of the coefficient of the total didactic design is only 26%. The weakest aspect of the teaching materials is the component of the learning management system. This fact implies a significant underestimation of the learning process. Students preparing for the teaching profession have not demonstrated the ability to compile didactically well-developed teaching material in their final theses. They use only a limited number of structural components, and therefore the basic function of teaching materials, the didactic function, is not fully fulfilled. The didactic function ensures the effective usability of textbooks and similar texts in actual education. [ABSTRACT FROM AUTHOR]

A technological trend influencing society is the provision and adoption of digital books. Digital books are used in education in the form of electronic textbooks (e-textbooks). The research question examined in this manuscript is which students' characteristics and attitudes influence their adoption or non-adoption of e-textbooks? The study explores these characteristics and attitudes of students who have made the decision to become either an e-textbook user or nonuser. The empirical analysis is conducted using 1191 student responses to a questionnaire distributed in a mid-sized university in the western United States. Among these 1191 responses, 530 of the students had used an e-textbook and 661 had not used an e-textbook. The e-textbook user and nonuser groups are studied in three different ways. The first is by examining the counts and percentages for five respondent characteristics. The second way is through statistical tests (i.e., t-tests and multiple analysis of variance) on these characteristics across the groups. The results from these analyses did not identify any meaningful differences in characteristics across the user and nonuser groups. The third way was a content analysis performed on an open-ended question (i.e., What factors influenced you on whether to use an e-textbook?) on the questionnaire. The student e-textbook attitudes discovered from the content analysis showed that for e-textbook users, the cost or price of an e-textbook had a significant influence on e-textbook adoption. Two other attitudes influencing e-textbook users' adoption were usability, both positive and negative. The key attitude of nonusers regarding e-textbook adoption is negative e-textbook usability. [ABSTRACT FROM AUTHOR]

The dried root and rhizome of Alpinia officinarum Hance (A. officinarum) have been widely used in traditional Chinese medicine for thousands of years to alleviate pain, promote digestion, warm the stomach, and disperse cold. This review aims to comprehensively and in-depth summarize the most recent research on the traditional uses, phytochemistry, pharmacokinetics, and pharmacology of A. officinarum. By searching various databases including Web of Science, PubMed, Google Scholar, Elsevier, Springer, ScienceDirect, and China National Knowledge Infrastructure (CNKI) for literature on "A. officinarum Hance," as well as relevant textbooks and digital documents, an overall and critical review of the subject was conducted. The traditional uses of A. officinarum were summarized, and 337 compounds from A. officinarum were summarized, including flavonoids, diarylheptanoids, volatile oils, and other compounds. Studies have found that the crude extract of A. officinarum and its compounds has a wide range of biological activities, such as improving gastrointestinal function, anti-inflammatory properties, anti-tumor activity, antibacterial properties, memory enhancement, and analgesic effects. Modern pharmacological studies have provided strong evidence and explanations for the traditional medicinal uses of A. officinarum, which brings a broad prospect for its medicinal use. However, more research is needed to explore the structure-activity relationship and potential mechanisms of action of its bioactive chemicals. Furthermore, it is essential to conduct more clinical trials in order to accelerate research and development of the drug. [ABSTRACT FROM AUTHOR]

As the number of foreign patients and the frequency of international academic exchanges increase, English proficiency has become increasingly essential for Chinese nurses in the treatment and nursing processes, clinical academic exchanges, and ongoing education. However, the overall English proficiency of Chinese nurses is generally inadequate, greatly depending on the English that they acquire during their nursing education. This study aims to explore the challenges encountered by Chinese EFL (English as a Foreign Language) nursing students in the process of learning Nursing English, along with the effective self-regulated learning strategies they adopt to overcome these challenges. Data were collected from nine Chinese EFL nursing students through their reflective journals and thematic analysis was applied. Data analysis revealed the variety of challenges EFL nursing students encountered, including language-related challenges, which are linguistic difficulties that relate to Nursing English learning itself, such as Nursing English vocabulary and terminology, English-to-English translation, limited listening comprehension, and the gap between textbook knowledge and its practical application; learner-related challenges, which are difficulties that affect students' emotional, affective, and mental state, primarily caused by uncertainty about the significance of Nursing English, the unexpected difficulty of Nursing English, and failing quizzes; and context-related challenges, which are difficulties relate to social, cultural, and educational context, such as insufficient learning resources, a lack of language environment, and peer pressure. To surmount these challenges, the participants adopted diverse self-regulated learning strategies, including setting goals, previewing in advance and reviewing in time, utilizing word roots, prefixes, and suffixes to facilitate vocabulary learning, repeating, practicing with sounds and writing systems, translating, highlighting and using imagery to overcome language-related challenges; believing in the usefulness and significance of Nursing English, keeping a growth mindset, enjoying Nursing English learning and teacher support and maintaining grit in learning Nursing English to overcome learner-related challenges; and integrating resources, creating supportive language environments and seeking assistance from teachers and cooperating with peers to overcome context-related challenges. Based on these findings, implications are drawn for Nursing English teachers, material designers, curriculum developers, and program designers. We suggest incorporating explicit strategy instruction into regular Nursing English education to enhance nursing students' self-regulated learning. [ABSTRACT FROM AUTHOR]

Background: Forensic Odontology developed as a discipline in 1898 with the publication of its first textbook; however, 126 years later, a standardised core curriculum for formal training in Forensic Odontology has yet to be decided. This website scoping review aims to provide information on three main distinct categories (and 17 subcategories): Availability, Content, and Quality of Forensic Odontology education globally. The information on formal education programmes was gathered by conducting a web search using ‘Google Search’ in English, Arabic, Spanish, and French languages between June and July 2022. Highlights: Fifty-six programmes from 18 countries met the inclusion criteria. Of the 14 master's and 42 diploma programmes, only 7.14% provided information on their websites from all the subcategories investigated. The highest numbers of master's and postgraduate diploma programmes were identified in Europe (18 programmes), South America (15), North America (11) and Asia (7). A practical aspect was included by 10 master’s and 12 diploma programmes’ websites. Research integration in various forms was included by 11 master’s and seven diploma programmes. Conclusion: Programme providers and applicants must critically consider the quality of the programme being designed or applied to as there are currently no international training standards in Forensic Odontology. This study has developed an ‘International Database of Forensic Odontology Programmes’ (IDFOP). [ABSTRACT FROM AUTHOR]

The integration of dynamic visualisations, feedback formats and digital tools is characteristic of state-of-the-art digital mathematics textbooks. Although there already is evidence that students can benefit from these technology-based features in their learning, the direct comparison between the use of a comparable digital and printed resource has not yet been sufficiently investigated. We address this research gap by contrasting the use of an enriched digital textbook that includes these features and comparable printed materials without them. To do so, we investigate the achievement of 314 students in a pretest-posttest control group design in a five-hour series of lessons on conditional probability. Using the Rasch model and mixed ANOVA, the results indicate that students can benefit from digital textbook features, especially compared to the use of comparable printed materials. In line with other studies on mathematical achievement and the use of digital resources, our study also shows differences between boys and girls. It seems that particularly girls benefit from the use of the digital textbook, whereas, for the boys, it does not seem to make a difference what kind of resources they use. The group and gender differences are discussed against the background of other studies considering that, especially in Bayesian situations, the way statistical situations are visualised can be decisive for a student's performance. [ABSTRACT FROM AUTHOR]

Although special education legal knowledge is central to educating students with disabilities, how two critical school professionals—special educators and school principals—garner such knowledge is unclear. This study identified gaps in the professional training for special educators and school principals by examining professional standards and common textbooks. After identifying 32 special education legal concepts, we used content analysis to determine the extent to which each concept was mentioned in professional standards and preservice textbooks (five in special education, six in principal preparation, and four in school law). Compared with special education textbooks (in which 68%–84% of special education legal concepts were mentioned), preservice principals received less information on special education law in their general textbooks (3%–13% of concepts mentioned), although gaps narrowed when examining school law textbooks (63%–81%). Special education and school law texts consistently included concepts related to the six pillars of the Individuals with Disabilities Education Improvement Act (IDEA), as well as more specific concepts, such as discipline/behavior and related services. Rarely mentioned concepts were extended school year, resolution meetings, and compensatory services. We discuss training, research, and policy implications. [ABSTRACT FROM AUTHOR]

Algebra as a school subject is ill defined. Students experience algebra quite differently depending on the perspective of algebra taken by authors of the textbooks from which they learn. Through a content analysis of problems (n = 63,174) in the narrative and homework sections of six high school mathematics textbook series published in the U.S., we acquired systematic and reliable information about the algebra strand (i.e., symbolic algebra and functions) of each textbook series. We introduce plots to show the density, distribution, and sequencing of content, and present analyses of data for cognitive behavior, real-world context, technology, and manipulatives. Feedback on this study from an author of each textbook series is shared, and findings are discussed in terms of students' opportunities to learn. [ABSTRACT FROM AUTHOR]

English as a Foreign Language (EFL) textbook image resources provide important materials and ways of learning for EFL students. Previous studies on the meaning and function of images in Chinese EFL textbooks tend to take pedagogy and cognitive psychology as main perspectives. Based on visual grammar, this article analyzes the image resources in Chinese junior high school EFL textbooks from a multimodal perspective, attempting to explore how the images realize three meta-meanings. It is found that cartoon, photo, table, and diagram are four main types of images in Yilin EFL textbooks. Quantitative analysis and qualitative analysis show that the images in the textbooks realized the representational meaning, interactive meaning and compositional meaning, but there are still some problems in image design, such as insufficient image types, lack of images promoting knowledge comprehension, and inadequate realization of compositional meaning of images. The research results offer some implications for Chinese EFL textbook editors to design textbooks, and also provide some suggestions for Chinese EFL teachers' teaching practice and students' learning. [ABSTRACT FROM AUTHOR]

AbstractThe main purpose of this study is to investigate the possibility of designing English textbooks based on the concept of the metaverse and using the new term TechBoox, which is a combination of Technology and Boox (modified from book with a greater emphasis on box as a spatial concept). To achieve this goal, this study documents the creation of TechBoox by a group of 23 pre-service English as a Foreign Language teachers in their teacher training program, who have converted learning content and materials from elementary English paper and digital textbooks into a three-dimensional metaverse platform. Thereafter, the research analyzes the participants’ perceptions and experiences regarding TechBoox ideation and creation. This is done through a qualitative case study approach with refleciton papers and semi-structured interviews. The findings suggest, on the one hand, that TechBoox has the potential to overcome the limitations of the static and two-dimensional nature of traditional textbooks through constructability for enhanced immersion, as well as experiential learning via direct participation in avatar movements. On the other hand, the study identifies the technological limitations of the concept in generating immersive content, access devices, potential distractions, and the novelty effect, which highlights the important role of teachers in the metaverse. Based on the findings, this study highlights the critical role of teacher training initiatives of emerging technology integration in language eudcaiton. [ABSTRACT FROM AUTHOR]

The article is a review of the book "Thematic Cartography and Geovisualization, Fourth Edition" by Terry A. Slocum, Robert B. McMaster, Fritz C. Kessler, and Hugh H. Howard. The book covers the theory and practical applications of map design and the use of map elements, as well as the visualization and analysis of spatial data. It discusses advancements in cartography and geovisualization since the last edition, including topics such as volunteered geographic information, big data, cloud cartography, and story maps. The book is divided into three parts and includes chapters on thematic maps, historical perspectives on cartography, statistical and graphical foundations, data classification, scale and generalization, map projections, color principles, map elements, typography, and cartographic design. It also covers specific topics such as real estate suitability maps, choropleth mapping, dasymetric mapping, isarithmic mapping, proportional symbol mapping, dot mapping, cartograms, and flow mapping. The book includes a glossary and index, and the reviewer recommends it as required reading for GIS/cartographic programs. [Extracted from the article]

Background: Textbooks shape the content and structure of most introductory psychology courses. It is important to compare the content of textbooks to assist educators in making the best textbook choice. Objective: The purpose of this study was to conduct an analysis of five commonly used introductory psychology textbooks and examine the extent of overlap in their content coverage. Method: Two trained readers identified 3878 key terms after performing a page-by-page content analysis. Commonality among texts was assessed by determining how many textbooks included each term. Results: Coverage of psychology topics differed significantly across textbooks with 2766 terms (71%) unique to a single textbook. There were 494 terms (13%), 263 terms (7%), and 201 terms (5%) appearing in two, three, and four books, respectively. Only 154 terms (4%) were common to all five. Conclusion: Given our results and how reliant course instructors are on textbooks, it appears introductory psychology students may not be exposed to similar vocabulary. Teaching Implications: Introductory psychology textbooks may be similar at a chapter and topic level but do not share as much specific content as may be commonly believed. Instructors should take the time to check if the content matches course goals and expectations. [ABSTRACT FROM AUTHOR]

Researchers are often interested in comparing predictors, a practice commonly done via informal comparisons of standardized regression slopes. However, formal interval-based approaches offer advantages over informal comparison. Specifically, this article examines a delta-method-based confidence interval for the difference between two standardized regression coefficients, building upon previous work on confidence intervals for single coefficients. Using Monte Carlo simulation studies, the proposed approach is evaluated at finite sample sizes with respect to coverage rate, interval width, Type I error rate, and statistical power under a variety of conditions, and is shown to outperform an alternative approach that uses the standard covariance matrix found in regression textbooks. Additional simulations evaluate current software implementations, small sample performance, and multiple comparison procedures for simultaneously testing multiple differences of interest. Guidance on sample size planning for narrow confidence intervals, an R function to conduct the proposed method, and two empirical demonstrations are provided. The goal is to offer researchers a different tool in their toolbox for when comparisons among standardized coefficients are desired, as a supplement to, rather than a replacement for, other potentially useful analyses. [ABSTRACT FROM AUTHOR]

The IUPAC Subcommittee on Polymer Education has been pursuing the development of a compact syllabus covering the essential topics required for a tertiary education in polymer science, with numerical and short answer exercises addressing each topic. The primary goal of the document is to provide a framework for a complete course made freely available worldwide so that any educator can implement a professionally-curated course in polymer science for their students without needing expensive textbooks or reliable internet access. An important secondary goal is to popularize the use of approved IUPAC terminology in polymer science by using it consistently throughout the document and providing references to IUPAC source documents. Professor Melissa Chin Han Chan was an active and enthusiastic participant in the project who played a significant role in its design and implementation. The late Professor Richard 'Dick' Jones also had a keen interest in the project and had a great influence on its direction and structure. This brief note is dedicated to these two illustrious polymer scientists. [ABSTRACT FROM AUTHOR]

Presently, in Malta, syllabi are being replaced by learning outcomes. For ages 3–7, the outcomes are framed holistically (e.g. identity, communication, etc.), and it is recommended that children learn mathematics informally through play and projects. For ages 8–11, learning outcomes are subject-based, and new mathematics textbooks are being phased in. I discuss the importance of a smooth transition between informal and structured approaches to learning mathematics. I draw on Anna Sfard's 4-element definition of discourse, linking the theory with my research classroom data. I argue that a discourse perspective can provide a basis for ensuring continuity across Grade levels. [ABSTRACT FROM AUTHOR]

This article presents a content analysis of diversity in undergraduate industrial-organizational (I-O) psychology textbooks. The study found that definitions of diversity varied among the textbooks, and diversity topics were most prominent in certain chapters. In terms of representation in images, white individuals were the most depicted, followed by black, brown, and Asian individuals. Women were depicted at lower rates than expected, and individuals with visible physical disabilities were almost nonexistent. The study recommended standardized definitions of diversity, increased representation of women and diverse body abilities in images, and the inclusion of a dedicated chapter on diversity. Additionally, the article examines the representation of diversity in psychology textbooks used at historically Black colleges and universities (HBCUs), finding variations in how diversity was defined and represented. The study emphasizes the need for more comprehensive and inclusive coverage of diversity in psychology textbooks. [Extracted from the article]

With the development of educational technologies, electronic books (e-books) have been improved and adapted to cater to new teaching models, as well as to overcome several challenges reported by printed book portability. The literature about the benefits of e-books in education is still fragmented as several studies have reported distinct disadvantages in addition to advantageous of using them. Currently, no prior study has systematically reviewed the research on the ways e-books have been employed in education and the associated benefits and challenges. To address this gap, this study conducts a systematic review of 123 empirical studies on e-books in education. The findings show that the development and adoption of e-books by countries vary, calling for more international collaborations to facilitate the adoption of e-books worldwide. Additionally, several challenges of e-books were identified, such as eye fatigue and lack of knowledge on using e-books in education by both students and teachers. Therefore, it is suggested that more design strategies and training about using e-books can be conducted to enhance both teaching and learning experiences. Finally, it is argued that future research may focus on designing intelligent and open e-books to expand their use in different contexts and provide more personalized learning. [ABSTRACT FROM AUTHOR]

This study investigates locally produced English Language Teaching (ELT) textbooks for higher secondary education in Bangladesh, focusing on the embedded cultural aspects. The research employs content analysis to quantify cultural representation occurrences, revealing a prevalence of Western cultures in the books, while Asian and African cultures are notably underrepresented. The findings expose a cultural bias that portrays women primarily in domestic roles, perceiving their work as mundane. English women, on the other hand, are depicted more gracefully with freedom and peace, despite engaging in conventional activities. Despite some token gestures, such as showcasing women's participation in sports, the study underscores the need for gender-equitable textbooks to challenge learners' conceptual positions and raise awareness of women's rights. The inclusion of international cultures may contribute to a more balanced representation, fostering the development of Bangladeshi learners as global speakers. [ABSTRACT FROM AUTHOR]

Although critical discourse analysis (CDA) sets out to investigate both oppressive and progressive discourses, the vast bulk of published studies seem to prioritize the former. This paper is a response to scholarly calls to engage with (non)oppressive discourses by integrating positive impulses in critical discourse analysis, and thus contribute to the growth of positive discourse analysis (PDA), a complement to CDA, which attends to the emancipatory mechanisms of resistance. Using a combination of theoretical tools, this paper takes a case study approach to explore the potentials of 'complexification' [Macgilchrist, F. (2007). Positive discourse analysis: Contesting dominant discourses by reframing the issues. Critical Approaches to Discourse Analysis Across Disciplines, 1(1), 74–94], a counter-discursive strategy for propelling marginal discourses into the dominant official school discourse. Specifically, the paper discusses three layers of complexification found in a selected Moroccan EFL textbook which has been developed, approved and distributed by the Moroccan Ministry of Education, and has been required to be used in every school, public or private. The analysis highlights the role this textbook plays in promoting emancipatory and progressive discourses about Amazigh social actors, and hence, signals a new shift in analytic focus by illuminating a concrete application of PDA in education curricula. [ABSTRACT FROM AUTHOR]

Medical science is a dynamic field of knowledge that is constantly broadening with upcoming clinical research and analysis. Traditional medical education has been focused on textbook‐based recall assessments—closed book assessment (CBA). However, the availability of newer technologies has made the accessibility to encyclopedic knowledge expeditious, which demands for a new approach for medical education. As medical professionals, the purpose of learning should be higher cognitive skills such as interpretation and synthesis. So, analyzing students' ability to comprehend the concepts and learning to apply it in a realistic context than merely recalling the facts has come into attention. In this study, we aimed to evaluate and compare the performance of 250 first‐year MBBS students at Maulana Azad Medical College, New Delhi, India, between closed book and open book method for biochemistry. Students were divided into two groups, Group A and Group B, based on their average monthly internal assessment marks. CBA was followed by open book assessment (OBA) 1 week apart with similar questionnaire pattern and allotted time. A significant difference in average marks obtained by the two groups was observed in CBA. Group A scored better in CBA, but performance was comparable with Group B in OBA. OBA and CBA can contribute to an assessment program in part because of their complementary pros and cons, and OBA should not be thought of as an alternative to CBA, but their value may be in expanding beyond what is measured by CBA. [ABSTRACT FROM AUTHOR]

The article presents the discussion on success of the SAMPE 2024 Conference in Long Beach, California, highlighting its role as a premier gathering for industry leaders and researchers in advanced materials and processes. Topics include featuring diverse educational sessions such as "AI for Advanced Material Design" and presentations from the FAA's Joint Center of Excellence for Advanced Materials (JAMS); and fostering networking and innovation in the field.

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of China Medical Education Technology is the property of China Medical Education Technology Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to investigate how digital games affected college students’ creativity development. A sample of 60 college students participated in the digital game design and play instruction, grounded in the playful constructivism theory. The data incorporated the students’ pre- and post-creativity scores in game design, the first and final versions of game design, and the students’ responses to the open-ended questionnaire. The findings revealed that the students’ creativity was developed after digital game design and play instruction, facilitated by three key creative learning processes, including collaborative digital game design, digital game-playing for providing peer feedback, and redesign of the games after receiving peer feedback. These collaborative processes encouraged the students’ role-reversal between designers and players, enabling the students to provide and receive peer feedback for the exchange of creative ideas. Through reflecting on received peer feedback, the students refined their initial ideas and tailored their reflections to redesign the games for the target learners, thereby cultivating their creativity in educational digital game design. This study suggests collaborative digital game design and play instruction is an effective strategy to facilitate college students’ creativity development. [ABSTRACT FROM AUTHOR]

This study focused on how historical contextualisation is reflected in 12 history textbooks for primary schools in Ghana. The study employed a content analysis design to analyse how historical contextualisation is reflected in history textbooks. A multi-stage sampling technique was used in selecting 12 textbooks to represent the 6 classes in the Ghanaian primary school. A thematic matrix was developed from historical thinking frameworks to collect data from the textbooks. Microsoft Excel functions were used to rate the textbooks on a scale of 0–5, depending on the amount of evidence of historical contextualisation. Descriptive statistics and Maton's (2013) principle of shift in the Semantic Wave were used in the analysis to determine the level of evidence of historical contextualisation in the textbooks. The study established that historical contextualisation is reflected in the history textbooks used in the study. This study contributes to understanding how textbook writers incorporate historical contextualisation within textbook narratives to meet history curriculum requirements. It gives an understanding of how historical contextualisation is needed in history textbooks to promote historical reasoning among textbook users such as teachers and students. Possible implications of the findings are discussed in the main text. [ABSTRACT FROM AUTHOR]

Science education experts consider the nature of science (NoS) as a basic topic in scientific literacy of the students. The main purpose of this paper is analyzing what is the science vision offered by five popular textbook publishers. It will be used content analysis through worksheets. After this research, it is concluded that the vision of NoS offered by these textbooks is limited and, in some cases, this vision does not match with the expert’s consensus. Furthermore, it is necessary to check high school programs and the main contents about NoS and including a deep vision of NoS in the science teachers training. [ABSTRACT FROM AUTHOR]

Simple Summary: Due to the fast changes in the availability of new technologies, partially accelerated by COVID-19, veterinarians and veterinary students faced the challenges of digital learning technologies embedded in practical laboratories. In particular, veterinary pathology courses transitioned from traditional methods to digital pathology, the viewing of slides on a computer screen. The aims of this study are to evaluate and compare the personal effectiveness and satisfaction, as well as the advantages and disadvantages of digital pathology, specifically digital cytology, as a teaching method among European veterinary students at the undergraduate and postgraduate level who attended digital pathology courses during and before the pandemic. Digital cytology refers to the visualisation of cytological samples on a screen. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. From our results, the main differences emerged in training, the disadvantages of digital cytology, and the preferred method of learning cytology. Finally, all students consider digital cytology as a satisfactory primary teaching methodology; however, the importance of not completely replacing light microscopy, a common tool in everyday veterinary practice, emerged, especially from postgraduate students. The COVID-19 pandemic accelerated technological changes in veterinary education, particularly in clinical pathology and anatomic pathology courses transitioning from traditional methods to digital pathology (DP). This study evaluates the personal effectiveness and satisfaction, as well as the advantages and disadvantages, of DP, in particular digital cytology (DC), as a teaching method among European veterinary students, both at the undergraduate and postgraduate level, who attended digital pathology courses during and before the pandemic. A further aim is to discuss the differences between the two student groups. A Google Form survey consisting of 11 multiple-choice questions was emailed to pathology teachers and distributed to their students. Results indicated that undergraduate students showed greater digital pathology training, favouring DC as the most effective learning modality. In contrast, postgraduate students reported less digital slide training, and their preference for learning cytology was split between DC alone and DC integrated with traditional microscopy. All students experienced whole slide imaging for learning cytology slides prevalently, and they stated that DC enhanced their learning experience. While DC demonstrates personal effectiveness and satisfaction as a teaching method, it is important to not replace pathology training with light microscopy completely, as almost a third of the students indicated. [ABSTRACT FROM AUTHOR]

This paper deals with the determination of numerical and experimental buckling loads for circular plates. In the study, plates made of isotropic material and laminated composites were taken into consideration. For the experimental part of the study, a buckling apparatus for circular plates (BACIP) was designed and manufactured to apply radial compression on plates simply supported along the outer edge, which was the most important aspect of the study. Experimental buckling loads were determined by connecting this apparatus to a tension machine. ANSYS software based on the Finite Element Method (FEM) and the analytical buckling load formula found in textbooks were also used for the determination of the numerical and analytical buckling loads. The effects of parameters such as plate thickness, number of layers, cutout sizes, and so on on critical buckling loads were investigated within the scope of the work. Comparisons of analytical, theoretical and experimental buckling loads were presented in both graphical and tabular form. The results of the experimental and theoretical buckling were found to be comparatively compatible. [ABSTRACT FROM AUTHOR]

The Department of Police Sciences at the Academy of the Police Force in Bratislava is one of the key departments that provide education and training in the central subjects preparing students for their future law enforcement occupation. Covering theoretical, practical and legal aspects of the performance of public order police activities in the field of road safety, security of premises, responding to reports of crimes, dealing with public disorder, police canine service and other related issues makes it one of the most complex fields in police education. The Department of Foreign Languages of the Academy of the Police Force in Bratislava has reflected the topics related to public order police in its specialised police English textbook - English for Police I - in several chapters, thus providing the students with the necessary material to gain and extend their knowledge of the related specialised lexis as well as language skills. The present article provides an insight into the relation and reflection of the key police subjects in the English language textbook designed for the students of the Academy of the Police Force. [ABSTRACT FROM AUTHOR]

This study explores the development of English textbooks in North Korea through corpus-based analysis aimed at illuminating the differences between materials produced during the Kim Jong-il and Kim Jong-un regimes. In the context of educational reforms and changing political ideology, this study investigates BNC/COCA-based lexical coverage and the key lexical features of North Korean middle school English textbooks, highlighting the complexity, vocabulary, and readability of the learning materials. The findings revealed that the Kim Jong-un regime had implemented reforms to improve English language education, with increased lexical diversity, textual complexity, and vocabulary exposure. Although no significant differences were found between the two regimes regarding the lexical coverage of textbooks, the Kim Jong-un regime's textbooks exhibited improvements in diversity, readability, and complexity. This study contributes to a broader understanding of the interplay between political ideology and English language education in North Korea, offering insights that have implications beyond the North Korean context and encouraging reflection on the nation-driven educational reform. [ABSTRACT FROM AUTHOR]