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Scholarly interest about how students learn and retain learned skills is vast. Cognitive psychologists have recommended various techniques used to increase retention. One technique, spaced retrieval practice, involves extending opportunities to retrieve course content beyond a customarily short window following the initial learning process. Our preregistered counterbalanced randomized controlled trial took place at a public urban secondary school in the north-eastern region of the United States. It investigated whether an online tutor with an Automated Reassessment and Relearning System (ARRS) improves retention for individual students across specific mathematical skills. While our findings revealed a null result, in part due to the small number of participants, we feel this experimental design could be used in future studies with more favourable results. Additionally, we are confident that ARRS could be used to support low prior knowledge students and Students With Interrupted or Limited Formal Education (SLIFE), a growing population in schools that is often overlooked in academic research. [ABSTRACT FROM AUTHOR]

Computer-based learning has gained popularity in recent years, providing learners greater flexibility and freedom. However, these learning environments do not consider the learner's mental state in real-time, resulting in less optimized learning experiences. This research aimed to explore the effect on the learning experience of a novel EEG-based Brain-Computer Interface (BCI) that adjusts the speed of information presentation in real-time during a learning task according to the learner's cognitive load. We also explored how motivation moderated these effects. In accordance with three experimental groups (non-adaptive, adaptive, and adaptive with motivation), participants performed a calibration task (n-back), followed by a memory-based learning task concerning astrological constellations. Learning gains were assessed based on performance on the learning task. Self-perceived mental workload, cognitive absorption and satisfaction were assessed using a post-test questionnaire. Between-group analyses using Mann-Whitney tests suggested that combining BCI and motivational factors led to more significant learning gains and an improved learning experience. No significant difference existed between the BCI without motivational factor and regular non-adaptive interface for overall learning gains, self-perceived mental workload, and cognitive absorption. However, participants who undertook the experiment with an imposed learning pace reported higher overall satisfaction with their learning experience and a higher level of temporal stress. Our findings suggest BCI's potential applicability and feasibility in improving memorization-based learning experiences. Further work should seek to optimize the BCI adaptive index and explore generalizability to other learning contexts. [ABSTRACT FROM AUTHOR]

In this paper, we propose a new method for selecting cases for in situ, immediate interview research: detector-driven classroom interviewing (DDCI). Published work in educational data mining and learning analytics has yielded highly scalable measures that can detect key aspects of student interaction with computer-based learning in close to real-time. These measures detect a variety of constructs and make it possible to increase the precision and time-efficiency of this form of research. We review four examples that show how the method can be used to study why students become frustrated and how they respond, how anxiety influences how students respond to frustration, how metacognition interacts with affect, and how to improve the design of an adaptive learning system. Lastly, we compare DDCI to other mixed-methods approaches and outline opportunities for detector-driven classroom interviewing in research and practice, including research opportunities, design improvement opportunities, and pedagogical opportunities for teachers. [ABSTRACT FROM AUTHOR]

Conducting external post-mortem examinations is an essential skill required of physicians in various countries, regardless of their specialization. However, the quality of these examinations has been a subject of continuous debates, and notable errors were reviled. In response to these shortcomings, a virtual reality (VR) application was developed at Halle's medical department in Germany, focusing on the scene of discovery and the completion of death certificates. The initial trial of this VR application in 2020 involved 39 students and 15 early-career professionals. Based on the feedback, the application underwent improvements and was subsequently introduced to the medical department in Dresden, Germany, in 2022. Its primary objective was to showcase the VR training's adaptability and scalability across various educational structures and levels of medical expertise. Out of 73 students who participated, 63 completed the evaluation process. 93.1% (n = 58) of the evaluators reported increased confidence in conducting external post-mortem examinations, and 96.8% (n = 61) felt more assured in filling out death certificates, crediting this progress to the VR training. Additionally, 98.4% (n = 62) believed that repeating forensic medical aspects in their coursework was crucial, and 96.8% (n = 61) viewed the VR examination as a valuable addition to their academic program. Despite these positive responses, 91.6% (n = 55) of participants maintained that training with real corpses remains irreplaceable due to the insufficiency of haptic feedback in VR. Nevertheless, the potential for enhancing the VR content and expanding the training to additional locations or related disciplines warrants further exploration. [ABSTRACT FROM AUTHOR]

The rise of virtual and online education in recent years has led to the development and popularization of many online tools, notably three-dimensional (3D) models and augmented reality (AR), for visualizing various structures in chemical sciences. The majority of the developed tools focus on either small molecules or biological systems, as information regarding their structure can be easily accessed from online databases or obtained through relatively quick calculations. As such, due to a lack of crystallographic and theoretical data available for nonbiological macromolecules, there is a noticeable lack of accessible online tools for the visualization of polymers in 3D. Herein, using a few sample polymers, we showcase a workflow for the generation of 3D models using molecular dynamics and Blender. The 3D structures can then be hosted on p3d.in, where AR models can be generated automatically. Furthermore, the hosted 3D models can then be shared via quick response (QR) codes and used in various settings without the need to download any applications.

Copyright of Perspectives of Higher Education Development / Oliy Ta'lim Taraqqiyoti Istiqbollari is the property of NGO NEO Hamkor 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.)

Sex differences have been a rarely addressed aspect in digital game-based learning (DGBL). Likewise, mixed results have been presented regarding the effects according to sex and the conditions that generate these effects. The present work studied the effects of a drill-and-practice mathematical game on primary students. The study focused on an analysis by sex, measuring motivation and learning in the practice activity. Also, two instructional mechanics were considered regarding the question answering to search for possible differences: a multiple-try feedback (MTF) condition and a single-try feedback (STF) condition. A total of 81 students from four courses and two schools participated in the intervention. The study's main findings were as follows: (a) the girls outperformed the boys in terms of the students' learning gains; (b) the girls presented lower levels of competence and autonomy than the boys; (c) under MTF, the girls presented lower levels of autonomy but no differences in competence contrasted with the boys; (d) under STF, the girls presented lower levels of competence but no differences in autonomy contrasted with the boys; (e) no sex differences existed in interest, effort, and value, in general, as per the instructional condition. This study enhances the knowledge of sex differences under diverse instructional settings, in particular providing insights into the possible differences by sex when varying the number of attempts provided to students. [ABSTRACT FROM AUTHOR]

Spatial ability (SA) is the mental ability to create, maintain, and manipulate abstract visual representations. Studies have shown that SA is a strong predictor of success in the fields of science, technology, engineering, and mathematics (STEM). More recently, attention has extended to the field of architecture, a discipline where spatial thinking skills are fundamental, yet students in this field have not been extensively examined in terms of their spatial abilities. Therefore, SA skills are essential for students in engineering and architecture during their initial academic phases. This research was conducted within an interdisciplinary academic college and describes in detail a new integrated and hybrid training program that is part of a recent mixed-methods study. This program was built to effectively enhance the SA of first-year undergraduate students in a cost-effective manner, using a multi-method teaching strategy. The training program spanned more than 20 h across four sessions. This article focuses on the training methodology, encompassing four key phases, and serves as a complementary article to the one that was just published separately, describing the effectiveness of this intervention program as measured using SA standard tests. Notably, in certain scenarios, these phases were combined rather than being standalone independent modules. The traditional teaching method (TTM) lays the foundation for SA knowledge via lectures and collaborative interactions. Subsequently, computer-based learning (CBL), using tools such as SketchUp and GeoGebra, facilitates in-depth virtual geometric exploration. Augmented reality (AR) training offers an immersive learning experience, allowing students to interact with 3D objects in real-world environments. Finally, the building real model (BRM) phase transforms 2D designs into tangible 3D structures. This study highlights the comprehensive training approach, emphasizing the robust learning environment facilitated by integrating these phases as part of the full mixed-methods research. The suggested integrated training program was qualitatively explored through post-intervention evaluations to understand participants' experiences and perceptions. [ABSTRACT FROM AUTHOR]

In the sciences, the laboratory is one of the most impactful spaces for student learning, engagement, and experience. Prior knowledge gleaned during lecture and laboratory discussion (i.e., a course section designed to further emphasize conceptual content underlying experiments and inform students about laboratory procedures or safety precautions) acts to supplement laboratory performance. With the recent increase in offering traditionally face-to-face courses in remote formats, many educators in the field of organic chemistry have opted to offer online laboratory discussion (LD) sections alongside more traditional face-to-face laboratory discussions. However, research on enrollment in laboratory discussions by modality, as well as their impact on subsequent course performance, is lacking. Conducting a logistic regression analysis, we found that females, students who identified as Black or African American, those with greater average ACT-SAT equivalency scores, and those students who completed organic chemistry LD online in the prior term all had greater odds of enrolling in an online organic chemistry LD course in subsequent academic terms. Additional hierarchical regression analyses indicated that many student- and academic-level factors were predictive of laboratory performance. Notably, when controlling student-level and academic-level characteristics, laboratory performance was higher for students who completed LD online compared to students who enrolled in face-to-face LDs. This study has important implications for students as they uptake courses in online settings and faculty as they decide what portions of their courses to offer remotely.

Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re‐attributional feedback leading to positive motivational effects and higher learning outcomes. This is very promising, but it still is unclear, whether this digital re‐attributional feedback can also be successfully integrated in everyday classroom activities. Objectives: The present field experiment investigated how integrating digital re‐attributional feedback into classroom instruction affects student attribution, motivation and learning outcomes. Methods: In the experiment, 8th–10th grade high school students (N = 322) worked with a digital mathematics learning program which was integrated in a three‐week teaching unit. Half the students in each classroom received only standard feedback after each practice task (SF group); the other half received additionally an individual re‐attributional feedback (RF group) after every third task. Attribution, mathematics self‐concept, and self‐efficacy were measured by an online questionnaire twice a week; learning outcomes in mathematics were measured weekly. Results and Conclusion: Hierarchical analyses showed that re‐attributional feedback led to a more favourable attribution in case of success on stable factors. Especially low‐performing students benefited from this feedback. No effects on attribution in case of failure, self‐efficacy or learning outcomes could be found. Further research could investigate if certain adaptations to the digital re‐attributional feedback is more effective in a real classroom setting and has a broader impact on different students. Lay Description: What is already known about this topic: Working with computers in the classroom and at home is becoming more common.Re‐attributional feedback can increase student's motivation when given directly after solving a task and at a high density.Digital re‐attributive feedback can be given in a high density.Re‐attributional training sessions have been shown to be effective in individual training sessions or outside the students' classroom. What this paper adds: The study took place within a real teaching environment during mathematics class for 4 weeks.Digital re‐attributional feedback sessions were directly integrated into the students' online learning which was part of the teaching plan. The implications of study findings for practitioners: Computer‐based re‐attributional training show some limited effects in regular classroom instruction and could be well integrated in student online learning—when adapted accordingly.Low‐performing students show less favourable attribution than better‐performing students in case of success and benefit the most from re‐attributional training. [ABSTRACT FROM AUTHOR]

The essence of learning is for the learner to attain a significant level of comprehension after the learning process is completed. The quest to achieve this singular purpose has led to the introduction of several learning techniques in the conventional learning environment, such as asking questions and conducting test after class, just to mention a few. Additionally, technology has been introduced in learning. Even with technological advancements, the learning experience still faces the challenge of learners not attaining the optimum comprehension state after the learning process. This is due to the present systems' inability to model the learner to determine the best methods for achieving maximum comprehension. Hence, this research paper focuses on deriving an improved mathematical model for predicting the learning path to a learner’s optimum comprehension. The paper presented three learning instructional media (learning paths); textual, audio and a hybrid of audio and video, which this research uses in modelling the learner. This is to enable the improved system predict the best learning path to optimum comprehension for learners. This research paper adopted Reinforcement Learning and the Markov decision process, specifically the Markov Chain approach, in developing an improved model for prediction. The evaluation of this research involved brainstorming on the Bellman’s equation with the aid of the Markov Chain transition state framework, resulting in an improved mean value function of 71.7. This indicates an enhanced comprehension state for the learning students compared to the existing mean value function of 46.0. The results obtained from this research clearly demonstrate that the improved model was able to predict and assign the best learning path to achieve optimum comprehension state for learners.

While cheminformatics skills necessary for dealing with an ever-increasing amount of chemical information are considered important for students pursuing STEM careers in the age of big data, many schools do not offer a cheminformatics course or alternative training opportunities. This paper presents the Cheminformatics Online Chemistry Course (OLCC), which is organized and run by the Committee on Computers in Chemical Education (CCCE) of the American Chemical Society (ACS)'s Division of Chemical Education (CHED). The Cheminformatics OLCC is a highly collaborative teaching project involving instructors at multiple schools who teamed up with external chemical information experts recruited across sectors, including government and industry. From 2015 to 2019, three Cheminformatics OLCCs were offered. In each program, the instructors at participating schools would meet face-to-face with the students of a class, while external content experts engaged through online discussions across campuses with both the instructors and students. All the material created in the course has been made available at the open education repositories of LibreTexts and CCCE Web sites for other institutions to adapt to their future needs.

The number of attempts to provide students is a key instructional characteristic in computer-based learning (CBL). However, it has not been covered extensively, and there is a need to delve deeper into the factors affecting multiple-try performance and allowing its successful use, including the learner's involved emotional processes. This study examines the effects of multiple-try on a drill-and-practice mathematical game devoted to primary school students. A total of 73 students from four courses from two schools participated in the experiment. They were randomly assigned to a 3-attempt multiple-try (MTF) and a single-try knowledge of correct response (KCR) conditions. The study covered impacts on learning performance, together with motivation, effort, pressure, and the value of students regarding the learning activity based on the self-determination theory (SDT) perspective and its cognitive evaluation sub-theory (CET). The study's main findings were that (a) the MTF condition outperformed KCR in terms of students' learning gains; (b) MTF presented higher levels of perceived competence and autonomy, which, according to SDT, fosters motivation and learning; (c) a cost was yielded in students' perceived pressure under MTF; and (d) perceived effort and value was similarly high for both conditions despite learning differences. This study complements the existing literature on multiple-try, providing insights into what conditions are beneficial for multiple-try use. [ABSTRACT FROM AUTHOR]

Different cognitive aids (such as arrows, audio, etc.) are used in virtual laboratories for the enhancement of students' performance during their experimental tasks. However, excessive use of aids in virtual laboratories can lead to increased cognitive load, which affects task performance. In this article, we first conducted a subjective study with field experts to investigate about the practical implementation of our existing virtual chemistry laboratory. To consider the suggestions of the field experts, we propose task specific aids based virtual reality chemistry laboratory (TSA‐VRCL) to minimize students' cognitive load and enhance their performance. The task specific aids consist of an arrow, animation, and audio aids that are separately rendered with each step of the experimental tasks. During evaluations, eighty students performed the experiments in four different groups using four different experimental conditions. Evaluations revealed that the proposed TSA‐VRCL minimizes students' cognitive load and enhances their performance. [ABSTRACT FROM AUTHOR]

Electronic research notebooks (ERNs) are used under a variety of names: electronic laboratory notebooks, digital laboratory notebooks, electronic field notebooks, and electronic engineering logbooks, to name a few. ERNs are common in industry and increasingly common in academia. This scoping review explores the literature describing the various uses and application of ERNs in an educational and teaching context. Using a common search string and eight indices and databases—Scopus, Web of Science, Engineering Village, ERIC, PubMed, LISTA, Scifinder-n, and ASEE—the study identified 38 articles that describe educational and teaching uses of ERNs. The types of ERNs used, the fields in which they were used, and the educational level of their use are explored. Furthermore, the scoping review discusses common advantages and disadvantages of ERNs with respect to paper notebooks as identified by the literature and highlights issues of equity and access that ERNs implicate. Finally, directions for future studies and actions are offered. [ABSTRACT FROM AUTHOR]

In this work, self-made laboratory centrifuge equipment was developed for the separation of suspensions and immiscible liquids. This centrifuge was based on the Arduino microcontroller and fabricated from simple and recycled mechanical and electronic parts, spending an inexpensive budget suitably. The centrifuge frame and rotors were manufactured of Polylactic Acid (PLA) filaments, which were printed in a 3D printer. Two rotors labeled R50 and R15 were designed and fabricated to use tubes of 50 mL and 15 mL, respectively. The maximum speed reached, without vibration interferences, was 3350 and 3030 rpm for R50 and R15 rotors, respectively. The total fabrication cost of the fabricated centrifuge was less than 100 USD and the assembly process was not complicated. Finally, the centrifuge performance was evaluated through phases of separation of precipitate of CuCO3(s) and clinical blood samples. The obtained results showed achievement in components separation, entirely comparable with those obtained employing a commercial centrifuge.

Over the past 2 decades, the field of hepatology has witnessed major developments in diagnostic tools, prognostic models, and treatment options making it one of the most complex medical subspecialties. Through artificial intelligence (AI) and machine learning, computers are now able to learn from complex and diverse clinical datasets to solve real-world medical problems with performance that surpasses that of physicians in certain areas. AI algorithms are currently being implemented in liver imaging, interpretation of liver histopathology, noninvasive tests, prediction models, and more. In this review, we provide a summary of the state of AI in hepatology and discuss current challenges for large-scale implementation including some ethical aspects. We emphasize to the readers that most AI-based algorithms that are discussed in this review are still considered in early development and their utility and impact on patient outcomes still need to be assessed in future large-scale and inclusive studies. Our vision is that the use of AI in hepatology will enhance physician performance, decrease the burden and time spent on documentation, and reestablish the personalized patient-physician relationship that is of utmost importance for obtaining good outcomes. [ABSTRACT FROM AUTHOR]

Spatial ability (SA) is the mental ability to create, maintain, and manipulate abstract visual representations. Studies have shown that SA is a strong predictor of success in the fields of science, technology, engineering, and mathematics (STEM). More recently, attention has extended to the field of architecture, a discipline where spatial thinking skills are fundamental, yet students in this field have not been extensively examined in terms of their spatial abilities. Therefore, SA skills are essential for students in engineering and architecture during their initial academic phases. This research was conducted within an interdisciplinary academic college and describes in detail a new integrated and hybrid training program that is part of a recent mixed-methods study. This program was built to effectively enhance the SA of first-year undergraduate students in a cost-effective manner, using a multi-method teaching strategy. The training program spanned more than 20 h across four sessions. This article focuses on the training methodology, encompassing four key phases, and serves as a complementary article to the one that was just published separately, describing the effectiveness of this intervention program as measured using SA standard tests. Notably, in certain scenarios, these phases were combined rather than being standalone independent modules. The traditional teaching method (TTM) lays the foundation for SA knowledge via lectures and collaborative interactions. Subsequently, computer-based learning (CBL), using tools such as SketchUp and GeoGebra, facilitates in-depth virtual geometric exploration. Augmented reality (AR) training offers an immersive learning experience, allowing students to interact with 3D objects in real-world environments. Finally, the building real model (BRM) phase transforms 2D designs into tangible 3D structures. This study highlights the comprehensive training approach, emphasizing the robust learning environment facilitated by integrating these phases as part of the full mixed-methods research. The suggested integrated training program was qualitatively explored through post-intervention evaluations to understand participants’ experiences and perceptions.

The integration of technology and new tools in engineering education has created opportunities for the advancement of geotechnical engineering education (GEE). Technology-enhanced learning (TEL) has been implemented in GEE by many educators, and its impacts have been studied by different researchers. This review paper presents a comprehensive analysis of the state-of-the-art implementation of TEL in GEE based on published journal articles. This study adopts a systematic approach in examining the literature on TEL in GEE, identifies emerging trends and challenges, presents potential solutions, and outlines research gaps and recommendations. The literature indicates that, over the past couple of decades, the major trends of TEL in GEE have included computer-based simulations and computations, physical and centrifuge modeling, virtual laboratory and field experimentation, internet-based online resources, and virtual and augmented reality. The implementation of TEL in GEE can support students in effectively comprehending complex engineering concepts and augment their preparedness for the demands of professional practice. Furthermore, the integration of TEL with instructional design strategies involving problem-based learning, experiential learning, collaborative learning, and critical thinking cultivation is recognized as a favorable strategy. However, challenges such as a lack of resources and experience, optimization of pedagogies, alignment with course content, and quantification of TEL's impact on GEE and student learning experiences remain to be addressed by continuing research and development in this field. In addition, an outcome-based education (OBE) theory-inspired quadruple framework is proposed in this study for the efficient implementation of TEL in GEE. [ABSTRACT FROM AUTHOR]

This article argues that game design can be used to teach design thinking within a pedagogy of making. It analyzes qualitative survey responses from 12 writing teachers who asked students to design social justice games and argues that games not only give students practice in design thinking but that, as multimodal, embodied systems, games can enact social theories and, as such, be a way for students to empathize with and design for wicked social problems. [ABSTRACT FROM AUTHOR]

Serious games (computer-based learning games) are increasingly used in medical education at various levels, as user access is independent of location and time and promotes non-linear learning. In legal medicine, interactive digital media are still scarce. The freely accessible online serious game "Adventure Legal Medicine" was developed as part of the "Hamburg Open Online University". The goal was to teach the basics of forensic casework in a point-and-click adventure setting consisting of five cases. During development, 40 medical students were asked to evaluate the game anonymously. The System Usability Scale (SUS) resulted in a mean score of 86.7 (SD 8.3), which corresponds to above-average usability. Further specific evaluations revealed a good to very good rating of the game with no differences in terms of gender (p = 0.214), first-year versus advanced students (p = 0.393) and students who never/rarely or sometimes/often played computer games (p = 0.780). Since there are only a few digital media so far that allow curricular integration into undergraduate teaching in legal medicine, this serious game represents a possibility to integrate digital media into both face-to-face teaching and distance learning and to use it as a supplement to the medical school's own teaching offer, encouraging users to actively engage with the subject. [ABSTRACT FROM AUTHOR]

We examine the effects of completing ‘serious game’ and computer-based learning assignments upon learning outcomes for undergraduate university students in an introductory human geography class (n = 177). The students completed one of the two experimental assignments as well as a control assignment that did not involve gaming, gathering data, or a computer. The groups were contrasted on their own evaluation of the assignments as well as their performance in multiple class outcomes. Our analysis found few significant differences between the group’s selfevaluations of the assignments, their performance on the assignments, or their overall class grade. However, the ‘control group’ of students, who completed the control versions of the activities, performed significantly (p> .05) better on topic-relevant questions on the midterm (86% correct vs. 75%) and final examinations (94% vs. 87%). We conclude that completing the pen and paper version of the assignments resulted in better understanding of subject material.

The number of attempts to provide students is a key instructional characteristic in computer-based learning (CBL). However, it has not been covered extensively, and there is a need to delve deeper into the factors affecting multiple-try performance and allowing its successful use, including the learner’s involved emotional processes. This study examines the effects of multiple-try on a drill-and-practice mathematical game devoted to primary school students. A total of 73 students from four courses from two schools participated in the experiment. They were randomly assigned to a 3-attempt multiple-try (MTF) and a single-try knowledge of correct response (KCR) conditions. The study covered impacts on learning performance, together with motivation, effort, pressure, and the value of students regarding the learning activity based on the self-determination theory (SDT) perspective and its cognitive evaluation sub-theory (CET). The study’s main findings were that (a) the MTF condition outperformed KCR in terms of students’ learning gains; (b) MTF presented higher levels of perceived competence and autonomy, which, according to SDT, fosters motivation and learning; (c) a cost was yielded in students’ perceived pressure under MTF; and (d) perceived effort and value was similarly high for both conditions despite learning differences. This study complements the existing literature on multiple-try, providing insights into what conditions are beneficial for multiple-try use.

The research described in this article concerns the understanding of the additive colour process by children aged seven to eight years (N = 24) and the effectiveness of learning about this phenomenon while using a computer-based multimedia educational programme (MEP). First the children's knowledge of the phenomenon was tested, then an intervention was organised for the experimental group during which they used the MEP, after which the children's knowledge was tested again. Based on an analysis of the children's conversations and their drawings, the way of understanding the phenomenon of additive colour was established. Three children's conceptions of the understanding of the effect of the additive colour phenomenon are described (e.g., confusion with pigment mixing (RGB = CMY) and the claim that the effect of combining two additive colour creates a third colour (R + G = B)). Children's behaviour during the use of the educational computer programme was also described and evaluated in terms of how close they were to the teaching strategy developed by the programme's authors. The partial effectiveness of the MPE for the use of conclusions in a paper-and-pencil test was also investigated. [ABSTRACT FROM AUTHOR]

The goal of this article is to assess the efficiency of computer-based vocabulary instruction in English language classrooms and evaluate research on the usefulness of computer-based vocabulary acquisition, particularly in English language classes. The articles for the systematic review were selected from open-access databases. The present study adopts the systematic literature review (SLR) method to evaluate studies from 2010 to 2020. A total of one hundred and fifty sources were selected and analysed. Finally, forty articles were carefully chosen, focusing on the inclusion and exclusion criteria. Computer-based, multimedia and game-based vocabulary learning in English classrooms were the subjects of the study to address the research questions. The findings indicate that computer-based vocabulary learning is a frequent and effective approach to developing retention and learning new words. The study hopes that the suggestion is useful for researchers involved in English vocabulary learning and that, for further research, well-designed experimental studies can develop new options in learning vocabulary with the computer. [ABSTRACT FROM AUTHOR]

Enrichment programmes are designed to offer gifted students experiences that are not covered in the regular curriculum We used a pre-test–post-test control group design to examine the effects of a computer-based enrichment programme on the development of analytical and creative abilities in 26 gifted children in an experimental group (15 boys, mean age = 10 years and 3 months) and compared this to 20 equally gifted children in a control group (8 boys, mean age = 10 years and 4 months). Students were identified as being analytically gifted, creatively gifted, or analytically-creatively gifted. In general, results showed increasing levels of analytical ability and stable levels of creative ability. In addition, hierarchical regression analyses showed a positive effect of the enrichment programme on the development of analytical abilities in children with relatively low starting levels of analytical ability (i.e. the creatively gifted students). To conclude, results suggest that rather than analytically gifted children, children with creative talents gained most advantage from participating in the computer-based enrichment programme. [ABSTRACT FROM AUTHOR]

Practice in experimental laboratories is a fundamental activity in the Degrees in Science and Engineering. FLUID-LABVIR platform is an attempt to innovate in the experience of students who must carry out laboratory practices, particularly in engineering and fluid mechanics subjects, by providing them with a tool (guide prepared as a website) adapted to the context of current media in a multi-platform web format (PC, mobile, tablet). This guide not only includes the theoretical foundations and the measurements which must be taken during the practice, but also includes images, animations, and explanatory videos of the handling of the practice made by teachers to support the theoretical content. It is also an additional tool to practice the handling of the experimental installation through an immersive simulator that reproduces the operation of the practice as faithfully as possible, including calibration errors of measuring equipment during the practice, saturation of indicator elements, etc. On this website, students have the possibility of downloading or accessing the practice simulator via the MyApps platform, so that they can work virtually with the demonstrative equipment, following the steps and taking the measurements that they would take in person in the laboratory. This simulator is accompanied by a short video tutorial showing how to use the simulator and how it would be operated to reproduce the handling and taking of measurements in the experimental practice. The virtual laboratory activity was implemented during the 2020/21 academic year, through three practices/simulators: Head Loss in Pipes (FM-HLP), Flow in Open Channel (FM-OC), and Wind Tunnel (FM-WT). The students considered the activity as a good complement to the practical learning before using it in the laboratory, indicating that the script seemed more attractive to them than the previous methodology based on written manuals of each practice in the laboratory. The theory and practice are also presented in more depth on the website. The students highlighted that, although it is always preferable to carry out the experimental practice in person, the immersive simulator seemed to them to be a good substitute, and the website was accessible and easy to use. The simulator reproduced the handling (stages, devices, etc.) of the experimental installation in a very acceptable way, and in some cases, they used the simulator to obtain additional data to prepare the final report of the practices. As a result of this work and this experience, the virtual laboratory activity will be offered as a complement to the traditional syllabus in the labs for subsequent academic years. • FLUID-LABVIR, an online platform as innovative way to teach experimental laboratories. • Webpage is based on audio-visual material and an immersive simulator of installation. • FLUID-LABVIR is open to all the students and educator community. • The students consider FLUID-LABVIR a good complement to the practical learning. [ABSTRACT FROM AUTHOR]

Virtual Chemistry Laboratories (VCLs) are used as an alternative to the physical laboratories, where users can enhance their performance for hands-on chemistry experiments. However, cognitive load and other issues make the VCLs impractical. The issue of cognitive load arises due to the complexity of the environment by displaying a number of chemicals, glass wares, and other lab equipments in the VCL. In this paper, we first investigate the field experts about the practical use of the VCLs and then propose a Purpose-built Virtual Chemistry Laboratory (PbVCL) with arrow textual aids to minimize the cognitive load and improve the learning efficiency. PbVCL displays only specific chemicals and glass wares, used in the current experiment while hiding other equipments. Students simulate their chemistry experiments with the help of arrow-textual aids (i.e., textual and an arrow guidance). Users complete the experimental tasks in the PbVCL following the arrow-textual aids. During evaluations, seventy-six (76) students perform the experiments in four different groups using four different experimental conditions. Evaluations revealed that the proposed PbVCL with arrow-textual aids improve students' performance on the basis of various aspects such as time and errors while conducting experiment. [ABSTRACT FROM AUTHOR]

Abstract Background Engagement with particle-level simulations can help students visualize the motion and interactions of gas particles, thus helping them develop a more scientifically accurate mental model. Such engagement outside of class prior to formal instruction can help meet the needs of students from diverse backgrounds and provide instructors with a common experience upon which to build with further instruction. Yet, even with well-designed scaffolds, students may not attend to the most salient aspects of the simulation. In this case, a screencast where an instructor provides narrated use of the simulation and points students towards the important observations may provide additional benefits. This study, which is part of the larger ChemSims project, investigates the use of simulations and screencasts to support students’ developing understanding of gas properties by examining student learning gains. Results This study indicates that both students manipulating the simulation on their own and those observing a screencast exhibited significant learning gains from pre- to post-assessment. However, students who observed the screencast were more than twice as likely to transition from a macroscopic explanation to a particle-level explanation of gas behavior in answering matched pre- and post-test questions. Eye-tracking studies indicated very similar viewing and usage patterns for both groups of students overall, including when using the simulation to answer follow-up questions. Conclusion Significant learning gains by both groups across all learning objectives indicate that either scaffolded screencast or simulation assignments can be used to support student understanding of gas particle behavior and serve as a first experience upon which to build subsequent instruction. There is some indication that the initial use of the screencast may better help students build correct mental models of gas particle behavior. Further, for this simulation, watching the instructor manipulate the simulation in the screencast allowed students to subsequently use the simulation on their own at a level comparable to those students who had manipulated the simulation on their own throughout the assignment, suggesting that the screencast students were not disadvantaged by not initially manipulating the simulation on their own.

Abstract Background Bioinformatics has pervaded all fields of biology and has become an indispensable tool for almost all research projects. Although teaching bioinformatics has been incorporated in all traditional life science curricula, practical hands-on experiences in tight combination with wet-lab experiments are needed to motivate students. Results We present a tutorial that starts from a practical problem: finding novel enzymes from marine environments. First, we introduce the idea of metagenomics, a recent approach that extends biotechnology to non-culturable microbes. We presuppose that a probe for the screening of metagenomic cosmid library is needed. The students start from the chemical structure of the substrate that should be acted on by the novel enzyme and end with the sequence of the probe. To attain their goal, they discover databases such as BRENDA and programs such as BLAST and Clustal Omega. Students’ answers to a satisfaction questionnaire show that a multistep tutorial integrated into a research wet-lab project is preferable to conventional lectures illustrating bioinformatics tools. Conclusion Experimental biologists can better operate basic bioinformatics if a problem-solving approach is chosen.

Some experiments in chemistry occur too fast to make out the central phenomena. Using common digital cameras or mobile phones with high-speed options, one can slow down the process and make the vital observations visible and capable for the students. This article introduces the research project SloMoChem and will show the benefits of using this digital technology to understand the combustion concept in a much better way.

Abstract The use of flipped classrooms has gained momentum and involves the instructor replacing the passive reception of material found in common lectures, so class time may be used for hands-on practical application, discussion, or assignments. The purpose of this paper is to explore students’ perceptions of a flipped therapeutic modality course. Focus group interviews were conducted with sixteen participants (14 female, 2 male) who completed a therapeutic modality course. Data were collected through 4 focus group interviews, which were digitally recorded and transcribed. Data were analyzed to uncover dominant themes—first by organizing the data, then summarizing data into codes, and finally interpreting. Credibility was secured through peer review, member checks, and investigator triangulation. The analysis resulted in three common themes: the flipped classroom (1) was perceived as valuable by students, (2) led to active participation in class, and (3) helped students feel better prepared for the class. Athletic training students, particularly in a flipped therapeutic modality course, valued this pedagogical approach.

There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct students. However, in reformed classrooms, GTAs may need more support and resources. We designed chemistry rehearsal modules for use in a mixed-reality teaching simulator to help prepare GTAs for instruction in reformed classrooms by targeting pedagogical skills. The modules included familiar curricular activities and research-based student conceptions. We conducted an exploratory study with three experienced GTAs to investigate the utilization of the module inside the simulator. The three GTAs practiced cold calling and error framing and participated in a 1-h interview based on their experience. We recorded, transcribed, and coded the interviews and the simulator sessions. The three GTAs implemented the skills and provided feedback that supported the use of the module in the simulator and the authentic nature of the practice. Simulated environments that encourage personalized learning, skill practice, and responding to literature-based student ideas provide a promising avenue for graduate teaching assistant professional development. [ABSTRACT FROM AUTHOR]

Emotions have an essential impact on students’ learning outcome. Empirical findings show negative correlations between negative emotions and learning outcome. Negative emotions during learning are quite common and become more frequent over the course of an academic career. Thus, regulating these emotions is important. Existing studies indicate that university students lack the ability to successfully regulate their emotions during learning. However, interventions to foster university students’ inherent emotion regulation during learning are missing. In an attempt to identify interventions, this study investigates the effect of a video-based emotion regulation training for university students on emotion regulation strategies, emotions, and learning outcome. One hundred and sixteen university students either received training in emotion regulation (n = 60) or in workplace design (n = 56) before learning in a computer-based learning environment about probability theory. The emotion regulation training lead to improved emotion regulation (more cognitive reappraisal, less suppression) and less frustration and anxiety, but did not affect learning outcome. The results confirm that university students experience significant emotion regulation difficulties and suggest that they need intensive training in emotional regulation.

The research described in this article concerns the understanding of the additive colour process by children aged seven to eight years (N = 24) and the effectiveness of learning about this phenomenon while using a computer-based multimedia educational programme (MEP). First the children’s knowledge of the phenomenon was tested, then an intervention was organised for the experimental group during which they used the MEP, after which the children’s knowledge was tested again. Based on an analysis of the children’s conversations and their drawings, the way of understanding the phenomenon of additive colour was established. Three children’s conceptions of the understanding of the effect of the additive colour phenomenon are described (e.g., confusion with pigment mixing (RGB = CMY) and the claim that the effect of combining two additive colour creates a third colour (R + G = B)). Children’s behaviour during the use of the educational computer programme was also described and evaluated in terms of how close they were to the teaching strategy developed by the programme’s authors. The partial effectiveness of the MPE for the use of conclusions in a paper-and-pencil test was also investigated.

Recent developments have seen a significant increase in the number of educational videos being made, mostly for use as a resource in a range of educational levels and different specializations. Indeed, currently, many universities either provide videos as supplementary resources or, indeed, offer entire courses as online learning materials. The qualitative study this paper presents was conducted to answer the following questions: “How have educational videos (lectures/tutorials) published on YouTube affected the university students’ studies at both postgraduate and undergraduate levels?” and “would it be better to upload these types of videos onto a university website?” The aim was to explore the experiences of students from two universities (one a high- ranking university and one from a developing country) regarding online educational videos and to assess the extent to which these kinds of videos influence their studies. The data collection method used was individual interviews with students from two different universities to gather their perspectives, their opinions, and their aspirations regarding such videos. The results section analyzes and discusses the students’ varied opinions. Based on the research findings, several recommendations are made to develop a useable design to add videos to university websites. Finally, the research discussed how this study’s findings contribute during the COVID-19 pandemic.