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Lecture capture videos, a popular type of instructional content used by instructors to share course recordings online, play a significant role in educational settings. Compared to other educational videos, these recordings require minimal time and effort to produce, making them a preferred choice for disseminating course materials. Despite their numerous benefits, there exists a scarcity of data-driven evidence regarding students' use of and engagement with lecture capture videos. Most existing studies rely on self-reported data, lacking comprehensive insights into students' actual video engagement. This research endeavor sought to bridge this gap by investigating university students' engagement patterns while watching lecture capture videos. To achieve this objective, we conducted an analysis of a large-scale dataset comprising over one million rows of video interaction logs. Leveraging clustering and process mining methodologies, we explored the data to reveal valuable insights into students' video engagement behaviors. Our findings indicate that in approximately 60% of students' video-watching sessions, only a small portion of the videos (an average of 7%) is watched. Our results also show that visiting the video page does not necessarily mean that the student watched it. This study may contribute to the existing literature by providing robust data-driven evidence on university students' lecture capture video engagement patterns. It is also expected to contribute methodologically to capturing, preprocessing, and analyzing students' video interactions in different contexts.

One of the biggest challenges for online learning is upholding academic integrity in online assessments. In particular, institutions and faculties attach importance to exam security and academic dishonesty in the online learning process. The aim of this study was to compare the test-taking behaviors and academic achievements of students in proctored and unproctored online exam environments. The log records of students in proctored and unproctored online exam environments were compared using visualization and log analysis methods. The results showed that while a significant difference was found between time spent on the first question on the exam, total time spent on the exam, and the mean and median times spent on each question, there was no significant difference between the exam scores of students in proctored and unproctored groups. In other words, it has been observed that reliable exams can be conducted without the need for proctoring through an appropriate assessment design (e.g., using multiple low-stake formative exams instead of a single high-stake summative exam). The results will guide instructors in designing assessments for their online courses. It is also expected to help researchers in how exam logs can be analyzed and in extracting insights regarding students' exam-taking behaviors from the logs.

Abstract Background Evaluation of the effect of additional surgical margin parameters on biochemical recurrence (BCR) in patients with positive surgical margins (PSM) after radical prostatectomy (RP). Methods Clinicopathological and outcome data from 91 patients with PSM who underwent RP were retrospectively analyzed. Additional surgical margin parameters (PSM length, highest Gleason grade (GG), localization of PSM (apex, bladder neck, or posterolateral), and unifocality or multifocality) were examined and their effects on BCR were investigated. Results Fifty patients with PSM were included in the study. The mean age of the patients was 63.6 ± 6.9 years. The laparoscopic approach was undertaken more frequently, used for 36 (72%) patients compared to open RP performed in 14 cases (28%). The median follow-up time was 57.0 months (24.0–125.0 months). BCR developed in 14 (28%) patients during the follow-up period. Although mean BCR-free survival was shorter in cases with PSM length ≥ 3 mm compared to those with PSM length

Businesses want to realize their production at the desired time and quality. In addition, businesses aim to use their existing resources efficiently and increase their earnings. The realization of more than one purpose is achieved by multi-purpose planning of production. This study considered the multi-objective production planning of a company that manufactures spare parts for household appliances. The management of the company wants to minimize its cost, cycle time, defective rates, and material wastage while maximizing its profits in the process of producing all 121 different products. This study presents a solution for this multi-item multi-objective production problem using the intuitionistic fuzzy and neutrosophic fuzzy multi-objective optimization models. The study gives a step-by-step explanation of the methods used to achieve the solution and a comparison detailing the problems of the business and the solutions obtained. The results show that the neutrosophic fuzzy multi-objective optimization model, which is capable of independently handling uncertainty, produces better results than the intuitionistic fuzzy multi-objective optimization model.

Abstract Background Virtual Patients are computer-based simulations used to teach and evaluate patient interviews, medical diagnoses, and treatment of medical conditions. It helps develop clinical reasoning skills, especially in undergraduate medical education. This study aimed to and investigate the medical students’ perceptions of individual and group-based clinical reasoning and decision-making processes by using Virtual Patients. Methods The study group comprised 24 third-year medical students. Body Interact® software was utilized as a VP tool. The students’ readiness and the courses’ learning goals were considered when choosing the scenarios. Semi-structured interview forms were employed for data collection. MAXQDA 2020 qualitative analysis software was used to analyze the data. The students’ written answers were analyzed using content analysis. Results The participants perceived individual applications as beneficial when making clinical decisions with Virtual Patients, but they suggested that group-based applications used with the same cases immediately following individual applications were a more appropriate decision-making method. The results indicated that students learn to make decisions through trial and error, based on software scoring priorities, or using clinical reasoning protocols. Conclusion In group-based reasoning, the discussion-conciliation technique is utilized. The students stated that the individual decision-making was advantageous because it provided students with the freedom to make choices and the opportunity for self-evaluation. On the other hand, they stated that the group based decision-making process activated their prior knowledge, assisted in understanding misconceptions, and promoted information retention. Medical educators need to determine the most appropriate method when using Virtual Patients, which can be structured as individual and/or group applications depending on the competency sought.

Objective The digital divide is the gap between those who can access and use digital media and those who do not have easy access to it. Distance education started in dentistry education and all activities and applications conducted online during COVID-19 outbreak. However, the possible effects of the digital divide on learning processes were ignored in this process. This study aims to investigate how the digital divide effects disadvantaged dental health students’ preferences during COVID-19. Method We used a mixed method to investigate the results of the Likert-type items and open-ended questions. The study group who requires clinical training and has difficulties reaching the Internet and personal devices was selected as Oral and Dental Health students to investigate their preferences and opinions towards distance education and face-to-face education. Results The results showed the students, who require clinical skills in their education and are disadvantaged in terms of Internet and computer access, cannot embrace distance education. They are worried about finding a job after graduation due to the limited application of clinical skills. The most important positive aspect of distance education that its contribution to a feeling of safety and contributions to students’ economic situation. The most negative aspects of distance education are its difficulties for disadvantaged students and its limitations for clinical applications. Students suggested that interactions in synchronous lectures and the use of visual demonstrations should be increased. Conclusion In possible future pandemic and lockdown situations, educational institutions need to identify the digital divide between their students. Distance education requires good planning, training of instructors, and distribution of pre-class activities or offline materials for the students who have difficulties reaching Internet and computer access.

The handling of missing attribute values remains a challenging and problematic issue in data analysis. Imputation techniques are key procedures used to deal with missing attribute values. However, although these methods are widely used, they cause data bias. Rough set theory, a unique mathematical tool for decision making under uncertainty, overcomes this problem by properly adjusting the relationships. Rough sets are often preferred in both classification and sorting problems. The aim of sorting problems is to sort the objects in the decision table (DT) from best to worst and/or to select the best one. For this purpose, it is necessary to obtain a pairwise comparison table (PCT) from the DT. However, in the presence of missing values, the transformation from DT to PCT is not feasible because there are no ranking methods in the literature for sorting problems based on rough sets. To address this limitation, this paper presents a way to transform from DT to PCT and introduces a generalization of the relation belonging to the “do not care” type of missing values in the dominance-based rough set approach (DRSA) to the decision support tool jRank. We also adapted the DomLem algorithm to enable it to work in PCT with missing values. We applied our method step by step to a decision table with 11 objects and investigated the effect of missing values. The experimental results showed that our proposed approach captures the semantics of ‘do not care’ type missing values.

Abstract In this work, the volatile organic compounds (VOCs) sensing properties of a quartz crystal microbalance (QCM) transducer coated with six different poly(3‐methylthiophene) (P3MT) copolymerized with polypyrrole (PPy) are investigated. The sensor preparation involves the electrochemical deposition of P3MT, PPy, and P3MT‐co‐PPy on Au‐coated QCM transducers by electrochemical deposition techniques with a three‐electrode cell. The structural properties of the copolymer films are characterized using scanning electron microscopy, and their oxidation/reduction behavior is investigated through cyclic voltammetry. The copolymer‐based QCM sensors exhibit high sensitivity and selectivity to dimethyl methyl phosphonate and benzonitrile, even at low concentrations (

Various emotion elicitation methods are used in many studies assessing the interaction of emotion and cognition. However, most of the experimental and meta-analysis studies comparing emotion elicitation methods have examined the success of emotion evoking in terms of valence and arousal. There are few experimental studies dealing with comparisons within discrete emotion approach. The present study was mainly aimed to determine the most effective emotion elicitation method for discrete emotions. Therefore, three emotion elicitation methods (film, IAPS, imagery) used to evoke three discrete emotions (fear, disgust, happiness) were examined in the framework of discrete, dimensional, and response component model of emotion. Within-subject design was used to examine the coherence of emotional response components such as subjective experience, facial expression, and physiological responses. The results suggested that film was the most effective among all emotion elicitation methods. All emotions elicited using the film method were accompanied not only by intense subjective experiences but also by physiological responses. IAPS and imagination methods successfully elicited subjective experiences of all emotions, except for fear - IAPS condition. Besides all, there was a lack of coherence between the components of emotional responses, and the most explicit results were obtained from subjective experiences., Author(s): Merve Boga [sup.1] , Mehmet Koyuncu [sup.1] , Gülin Kaça [sup.1] , Turan Onur Bayazit [sup.2] Author Affiliations: (1) grid.8302.9, 0000 0001 1092 2592, Department of Psychology, Ege University, [...]