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BACKGROUND: Although polyp size dictates surveillance intervals, endoscopists often estimate polyp size inaccurately. We hypothesized that an intervention providing didactic instruction and real-time feedback could significantly improve polyp size classification. METHODS: We conducted a multicenter randomized controlled trial to evaluate the impact of different components of an online educational module on polyp sizing. Participants were randomized to control (no video, no feedback), video only, feedback only, or video + feedback. The primary outcome was accuracy of polyp size classification into clinically relevant categories (diminutive [1-5mm], small [6-9mm], large [≥10mm]). Secondary outcomes included accuracy of exact polyp size (inmm), learning curves, and directionality of inaccuracy (over- vs. underestimation). RESULTS: 36 trainees from five training programs provided 1360 polyp size assessments. The feedback only (80.1%, P=0.01) and video + feedback (78.9%, P=0.02) groups had higher accuracy of polyp size classification compared with controls (71.6%). There was no significant difference in accuracy between the video only group (74.4%) and controls (P=0.42). Groups receiving feedback had higher accuracy of exact polyp size (inmm) and higher peak learning curves. Polyps were more likely to be overestimated than underestimated, and 29.3% of size inaccuracies impacted recommended surveillance intervals. CONCLUSIONS: Our online educational module significantly improved polyp size classification. Real-time feedback appeared to be a critical component in improving accuracy. This scalable and no-cost educational module could significantly decrease under- and overutilization of colonoscopy, improving patient outcomes while increasing colonoscopy access.

Authoring of help content within educational technologies is labor intensive, requiring many iterations of content creation, refining, and proofreading. In this paper, we conduct an efficacy evaluation of ChatGPT-generated help using a 3 x 4 study design (N = 274) to compare the learning gains of ChatGPT to human tutor-authored help across four mathematics problem subject areas. Participants are randomly assigned to one of three hint conditions (control, human tutor, or ChatGPT) paired with one of four randomly assigned subject areas (Elementary Algebra, Intermediate Algebra, College Algebra, or Statistics). We find that only the ChatGPT condition produces statistically significant learning gains compared to a no-help control, with no statistically significant differences in gains or time-on-task observed between learners receiving ChatGPT vs human tutor help. Notably, ChatGPT-generated help failed quality checks on 32% of problems. This was, however, reducible to nearly 0% for algebra problems and 13% for statistics problems after applying self-consistency, a hallucination mitigation technique for Large Language Models.

In this 2 × 2 between-subject experimental study, a virtual reality (VR) laboratory simulation is paired with a VR molecular world intervention to teach chemistry concepts. The independent variables are the implementation timing of the molecular world intervention (Pre-lab vs. Integrated) and the level of embodiment (Traditional vs. VR). Eighty students (N = 80), ages 11–18 years old, from a community center in New York City participated, completing a pretest, a laboratory simulation, a molecular intervention, and a post-test. The pre- and post-test measures included multiple-choice, free-response, and drawing questions. A key finding was that integrating the intervention within the lab simulation, no matter which level of embodiment, led to significantly higher gains in learning. The combination of using physical manipulatives and integrating them within the lab exercise (Integrated Traditional condition) demonstrated the greatest gains overall. On drawing measures, the Integrated VR condition showed significant improvement in three out of the four drawing categories (i.e., molecule shape, atom quantity, and relative sizes). The implications are that even though using a VR molecular world intervention can lead to significant learning of abstract chemistry content, the use of physical manipulatives is still a more effective tool. [ABSTRACT FROM AUTHOR]

AbstractIn the United States, a concerning number of middle and high school students are yet to master fundamental reading skills. One common way schools address this issue is by supporting those students with computer-assisted instruction. This study evaluates the causal effect of one such computer-assisted instruction intervention on English Language Arts achievement in a large urban Southeast school district. The district uses Lexia® PowerUp Literacy® as part of its multi-tiered system of support. The study leverages the log-files and usage data from about 26,000 students exploiting differences in differences and event study estimations. The results indicate that, on average, PowerUp increases test scores by 0.14 SD. Also, the magnitude of the effect is larger for students who used PowerUp consistently and among English Language Learners (0.25 SD). Results are robust against several sensitivity tests including inverse probability weighting, and type of aggregated treatment effect parameter. These results suggest that effective computer-assisted instruction can help schools to narrow the achievement gap among students, particularly for English Language Learners. [ABSTRACT FROM AUTHOR]

Background: During the COVID‐19 pandemic, dental institutions were challenged to rapidly adapt to the inability of teaching in‐person lectures and pre‐clinical simulations. Strategies had to be quickly developed to guarantee the safety of faculty and students, while also adhering to national guidelines to ensure that educational standards were met and students' graduations and entrance into residency programs were not delayed. This literature review assesses the novel strategies that dental schools created and implemented to teach in a distance‐learning platform and evaluates the advantages and disadvantages of these strategies. In addition, this review talks about the lessons learned during the pandemic and the incorporation of successful strategies after the pandemic ended. Methods: This review evaluated the literature using PubMed and ScienceDirect with the following keywords: "teaching strategies," "dental education," and "COVID‐19." The search strategy yielded 15 articles that assessed relevant teaching strategies that were implemented during the COVID‐19 pandemic. Results: The literature described the swift response of dental institutions in implementing teaching strategies in response to the inability of continuing in‐person teaching. An overwhelming majority of institutions moved their didactic lectures to online platforms. Several institutions implemented online simulations with virtual reality models, videos and discussion boards, standardized patient actors, and case‐based discussions. Conclusion: Many of the teaching strategies that were implemented as a result of the COVID‐19 pandemic were highly effective. Dental schools were able to satisfy Commission on Dental Accreditation standards and meet students' requirements for graduation during the pandemic despite the rapid and unplanned shift away from in‐person instruction and simulation secondary to the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Objective: There is a growing importance for the home-based (HB) support services, and computerized cognitive training (CCT) has been reported as an effective intervention for cognitive impairment. However, there is still a need for further verification of the effect of HB-CCT. This study aimed to determine the effectiveness of HB-CCT on the cognitive function of community-dwelling adults with mild cognitive impairment (MCI) as well as safety in its use. Methods: Fifty community-dwelling adults with MCI were included, of which 25 each were randomized to either HB-CCT or control groups. Evaluations of comprehensive cognition, memory, attention, language, executive function, and depression were performed before and after the intervention, including three times a week for eight weeks in the intervention group and eight weeks apart with no intervention in the control group. Results: In baseline and post-evaluation comparisons, the HB-CCT group showed significant improvements, while the control group did not show significant changes. Statistically significant variations were noted between the HB-CCT and control groups in all post-intervention evaluations relative to baseline. Additionally, no side effects were observed. Conclusion: Beneficial effects on cognition and depression were noted in the intervention group compared with the control group, suggesting that HB-CCT may be a positive tool for cognitive improvement in adults with MCI.

The history of educational technology is replete with stories of mostly White men who have conducted some of the leading innovations in the field. The stories of educational technologists from minority backgrounds have largely gone untold, perhaps giving the false impression that such individuals were not involved in this field. This article recounts the stories of several leading African American innovators. These individuals did cutting-edge work and worked with well-known researchers from the 1960s to the present day, but their work has largely gone unnoticed by educational technology researchers and developers. These narratives provoke us to reconsider the meaning, scope, and purpose of educational technology as they collectively describe how the desire of a few individuals to use technology to educate and empower the underserved was intertwined with the African American struggle for civil rights. [ABSTRACT FROM AUTHOR]

This project compared student learning and satisfaction of an anatomy review delivered by a face-to-face lecture (F2FL) and an online learning module (OLM) for third-year doctor of chiropractic students. This cohort study compared student learning and satisfaction of a pediatric spinal anatomy review delivered via F2FL (cohort 1, n = 23) and OLM (cohort 2, n = 18) in 2 successive 2019 (pre-COVID) course offerings. Previously validated pre- and post-tests were given. Students completed a survey assessing delivery, comfort with online learning and online learning technology, and preference of F2FL vs OLM of review material. Pre- and post-test results were assessed using repeated-measures analysis of variance. Testing results showed an improvement with both groups (F2FL 53.7%, p <.001 vs OLM 51.8%, p <.001), with no significant difference between the F2FL and OLM groups (p =.53; p =.82). The survey showed: 83.3% of OLM students felt the online method was effective, and 88.9% of the OLM students would prefer online reviews or have no preference between online or face-to-face; meanwhile, 80% of the F2FL group thought the lecture engaging/effective, whereas 60% of the F2FL group would have preferred to have the material presented online. The OLM was found to be as effective as the F2FL for the content assessed. The majority of students would prefer the online method for future anatomy review content presented in the course. This strategy could be applied to provide review materials in other clinical courses, allowing material to be developed and given by content experts while freeing valuable in-class time. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to determine the effect of using computer assisted teaching method in biology education on academic achievement. Meta-analysis method was used in the research. The problem of the research is “What is the general effect of using computer assisted teaching method in biology education on academic achievement?” determined as. Some criteria were determined for which studies would be included in the meta-analysis, and a total of 8 studies matching these criteria constituted the sample of the research. Hedges' g coefficient was used in the analysis of the data in this study. In the study, the Comprehensive Meta-Analysis program called CMA was used to calculate the effect size and variances of the data. Due to the heterogeneity of the present study, interpretation was made according to the random effects model. According to the results of the findings in the study, the effect size for the random effects model was found to be 1,462, and according to the classification made by Cohen (1988), it was determined that the computer assisted teaching method in biology education had a great effect on academic achievement. It was determined that all of the effect size values of the studies included in the study were positive. Eight studies included in the meta-analysis were concluded in favor of the experimental group in which the computer-assisted teaching method was applied. [ABSTRACT FROM AUTHOR]

Computer-Assisted Instruction (CAI) is a type of teaching strategy or remediation using the computer. CAI is interactive and can illustrate a concept through attractive animation, sound, and demonstration. It engages the students to learn at their own pace and work individually or problem solve in a group. CAI can provide immediate feedback and letting students know whether their answer is correct. This study determined the effectiveness of Computer-Assisted Instruction (CAI) in teaching Grade 9 Mathematics, Talamban National High School (TNHS), Cebu City, SY 2018-2019. The findings served as basis of the proposed action plan. Specifically, the study looked into the pretest performances of the control and experimental groups; the posttest performances of the control and experimental groups; the significance of the differences between the pretest and posttest performances of the control and experimental groups; there significance of the difference in the mean gain performances of the control and experimental groups. The study utilized the quasi-experimental design with the use of a teacher-made test to gather data for analysis and interpretation. This study was conducted in Talamban National High School (TNHS) situated in Talamban, Cebu City. The research subjects of this study were the grade 9 students of Talamban National High School. Two sections were chosen as control and experimental groups of the study. This study utilized a teachermade test which was validated by the co-teachers and math coordinators. The test covered the topics on quadrilaterals. The test was comprised of a 40-item multiple choice type of test items. The researcher-made test was used in gathering data on the pretest and posttest performances of the research subjects. The study used frequency count, per cent, t-test for correlated samples, t-test for independent samples in summarizing, analyzing and interpreting the data. [ABSTRACT FROM AUTHOR]

Despite the surge in efficacy studies, the relative effectiveness of any two math interventions is largely unknown and replications are rare. To ensure that students benefit from high-quality learning experiences, the current conceptual replication of Wang and Woodworth, a randomized control trial, evaluated the relative impacts of two computer programs used in a school district as supplements to students' regular education math instruction, DreamBox Learning and Zearn Math. For 115 students in kindergarten and first grade, data were collected before and after an 11-week implementation period. Measures of effect size, but not null hypothesis statistical tests, suggested that participants in the DreamBox condition had higher test scores on posttest numeracy and geometry (Hedges g =.32 and.14). There was also a statistically significant group by pretest interaction, evidence of "Matthew Effects" for numeracy. Although some support for adopting DreamBox as a supplemental method for improving math competencies of students in early elementary school was provided, more research is needed as the true effect may be smaller than what the present study reports. The study's implications are discussed. [ABSTRACT FROM AUTHOR]

Objective: To describe and report on the use of virtual clinical competency examinations (VCCEs) for D3 dental students in a radiology clinic during the COVID-19 pandemic and relate the technology to other clinical and educational applications. Method and materials: Paper-based clinical competency examinations (CCEs) were converted to three different VCCEs to closely replicate the CCEs. Existing grading rubrics were used to assess students' abilities to evaluate technical issues and interpret intraoral full-mouth series and panoramic radiographs. The grading rubrics were modified from their clinical versions to eliminate non-reproducible skills, such as patient management and application of selection criteria. Radiographs were selected from clinic records and anonymized. VCCEs were conducted via WebEx conferences that were scheduled via an appointment app. These experiences can be extended to virtual patient contacts, teleradiology, and telemedicine, as well as continuing dental education experiences. Results: Approximately 200 VCCEs were administered by four oral and maxillofacial radiology faculty over a 10-week period. Both students and faculty managed the technology well, with few missed appointments. All students were successful in challenging the examinations and appeared to be satisfied with the experience. Conclusions: Although direct comparisons between the CCEs and the new VCCEs are difficult, as there was no time to pilot the VCCEs, students were successful in challenging the examinations and informally reported satisfaction with the experience. Although components of CCEs that could not be replicated on the VCEs could not be assessed, it is felt that the students had adequate experience in selection of radiographs and patient management prior to the COVID-19 lockdown. Additional benefits of the VCCEs included contact with students to check on their well-being. The experience indicates that VCCEs can be used in the future in hybrid models of oral & maxillofacial radiology education, clinical care, patient screening, and telemedicine. Moreover, the success of this demonstration points to potential for personalized distance learning in continuing dental education. [ABSTRACT FROM AUTHOR]

Computer-Aided Instruction (CAI) is one of the interactive teaching methods that electronically presents instructional resources and enhances learner performance. In health settings, using CAI is one of the important ways to improve learners' knowledge and usefulness in their healthcare specialization yet there is still a lack of research that offers a comprehensive synthesis of investigating into the adoption of CAI in healthcare. This research aims to provide a comprehensive review of related literatures on the enablers and barriers for technology adoption of CAI in healthcare. 31 journals were analyzed and revealed that several studies were utilizing the Unified Theory of Acceptance and Use of Technology (UTAUT). The researchers then conducted qualitative coding for thematic analysis and categorized the qualitative data to find themes and patterns. Enablers as well as barriers to CAI adoption in healthcare were then discussed along with the common conclusions, limitations and recommendations for future studies. Results shows that key enablers were perceived ease of use, ease of usefulness, performance expectancy, social influence, user experience, and effort expectancy while identified key barriers were government support, funding constraints, and interactivity. The majority of the research articles highlighted the benefits of CAI in healthcare education as an innovative method for boosting the effectiveness of both teaching and learning. [ABSTRACT FROM AUTHOR]

The U.S. Nation's Report Card reveals that lower performing students exhibited greater achievement decline than their average/high performing peers based on 2022 long-term trend mathematics assessments for age 9 students. Technology, including computer-assisted instruction, plays an important role in today's dynamic learning environments. Currently, there is a lack of computer-assisted intervention programs that systematically teach generalized word problem-solving skills that are driven by mathematical models. Model-based problem solving (MBPS) is one of the essential emphases in the Common Core mathematical practice standards. This study investigated the effects of a web-based computer tutor, MBPS, on enhancing word problem-solving performance of elementary students who are struggling in mathematics. The MBPS tutor incorporates best practices that are identified by the Institute of Educational Sciences' (IES) latest practice guide, including providing systematic instruction, visual and verbal supports, and teaching of precise mathematical language. Findings indicate that the MBPS tutor boosted participants' performance above and beyond the business-as-usual comparison group. [ABSTRACT FROM AUTHOR]

Purpose: Dental hygiene faculty members must be able to provide evidence of skill calibration for clinical evaluation of students. The purpose of this study was to evaluate the effectiveness of online instructional videos as compared to in‐person sessions for faculty calibration. Methods: A randomised crossover pretest/posttest research design was used to evaluate online and in‐person faculty calibration activities. Fifteen faculty members from a baccalaureate dental hygiene programme were randomly assigned to an AB or BA sequence for calibration sessions on two different instruments. Following a 2‐week washout period, the groups switched activity modalities. A pretest, posttest and retention test, administered 10 weeks following the activity, were administered to determine learning levels and the new and retained knowledge. A 7‐point Likert scale questionnaire evaluated the reaction to and impact of the calibration activities. Descriptive statistics analysed demographic and Likert scale data. Paired samples t‐tests were used to analyse the research questions (p ≤ 0.05). Results: Online calibration activities yielded higher posttest scores than in‐person activities (p = 0.01). Findings related to feelings of confidence revealed that a greater percentage of participants agreed that online calibration activities increased their ability to evaluate student performance. Findings related to feelings of preparedness supported equal percentages of participants who agreed the online and in‐person activities increased their ability to teach dental hygiene instrumentation. There was no significant difference between in‐person and online retention test scores (p = 0.235). Conclusion: Faculty members agreed that both online and in‐person calibration activities were an effective use of their time and contributed to greater feelings of confidence and preparedness. However, the online calibration activities seemed to be more effective at increasing calibration on instrumentation. More research is needed to determine additional effective strategies for the online calibration of clinical faculty. [ABSTRACT FROM AUTHOR]

Dodona (dodona.ugent.be) is an intelligent tutoring system for computer programming. It provides real-time data and feedback to help students learn better and teachers teach better.Dodona is free to use and has more than 61 thousand registered users across many educational and research institutes, including 20 thousand new users in the last year. The source code of Dodona is available on GitHub under the permissive MIT open-source license.This paper presents Dodona and its design and look-and-feel. We highlight some of the features built into Dodona that make it possible to shorten feedback loops, and discuss an example of how these features can be used in practice. We also highlight some of the research opportunities that Dodona has opened up and present some future developments.

Objectives: Concept maps are a learning tool that fosters clinical reasoning skills in healthcare education. They can be developed by students in combination with virtual patients to create a visual representation of the clinical reasoning process while solving a case. However, in order to optimize feedback, there is a need to better understand the role of connections between concepts in student-generated maps. Therefore, in this study we investigated whether the quality of these connections is indicative of diagnostic accuracy. Methods: We analyzed 40 concept maps created by fifth-year medical students in the context of four virtual patients with commonly encountered diagnoses. Half of the maps were created by students who made a correct diagnosis on the first attempt; the other half were created by students who made an error in their first diagnosis. The connections in the maps were rated by two reviewers using a relational scoring system. Analysis of covariance was employed to examine the difference in mean connection scores among groups while controlling for the number of connections. Results: There were no differences between the groups in the number of concepts or connections in the maps; however, maps made by students who made a correct first diagnosis had higher scores for the quality of connections than those created by students who made an incorrect first diagnosis (12.13 vs 9.09; p=0.03). We also observed students' general reluctance to use connections in their concept maps. Conclusion: Our results suggest that the quality, not the quantity, of connections in concept maps is indicative of their diagnostic accuracy. [ABSTRACT FROM AUTHOR]

Computer-assisted instruction (CAI) gives students with visual impairment (VI) immediate access to information and enables direct collaboration with sighted educators and peers. This systematic review examined interventions addressing the impact of CAI interventions on school-age children with VI. Twenty-eight studies examined CAI interventions implemented with 339 students with VI. The CAI interventions fell into five categories: digital texts, word processors, haptic simulations, educational platforms, and serious games. Findings from this review highlight the need for: (a) addressing students' preparation or mastery for technology skills needed to participate in CAI; (b) more diverse recruitment of participants with VI; and (c) incorporating educators as implementers of CAI. Implications for practice and research are also addressed. [ABSTRACT FROM AUTHOR]

Background: Static computer‐assisted surgery (s‐CAIS) and dynamic computer‐assisted implant surgery (d‐CAIS) are the main digital approaches in guiding dental implant placement. Purpose: The aim of this study was to explore and compare the learning curves for s‐CAIS and d‐CAIS by beginners. Materials and Methods: Three dental students used each dental model for drilling five positions with missing teeth. Operators performed the drilling test for five sets of dental models with an interval of 7 ± 1 days assisted by the d‐CAIS system. After a six‐month break, the same students performed the drilling test again in the same way but with the s‐CAIS system. A total of thirty models were used, and 150 implants were inserted. The operation time and relative deviations were recorded and calculated. Correlations between various deviation parameters and attempts were tested with independent‐samples Kruskal–Wallis tests. Results: A significant difference between the two groups was found in the operation time (p <.001). For accuracy, the difference was found in the first attempt of coronal and apical deviations but disappeared as the training went on. As the practice progressed, improvement was evident in the d‐CAIS group but not in the s‐CAIS group. When reaching the plateau stage of the learning curve of the d‐CAIS group (after five attempts), the influence of different methods of guidance was limited between the two groups. Conclusions: A learning curve effect was found in d‐CAIS but not in s‐CAIS in vitro tests by beginners. The operating procedure of dynamic navigated and static template‐guided implant placement was easy to master. [ABSTRACT FROM AUTHOR]

Due to the Coronavirus pandemic and lengthy absences from the classroom, there is a need for large‐scale remedial programs to support young children to "catch‐up" on literacy and numeracy skills. A stratified randomized controlled trial was used to evaluate the Headsprout Early Reading (HER) program as a parent‐mediated digital literacy intervention. A between‐groups design compared differences in reading‐dependent outcome measures for 36 children assigned to one of three intervention groups: withsupport, withoutsupport, and waitlist‐control. Children completed significantly more episodes when parents received implementation support from the researcher compared to the withoutsupport group. Children receiving Headsprout instructions demonstrated marginally greater gains than the waitlist‐control group in posttest outcome measures; however, differences in reading outcomes were not significant between groups at posttesting. The current research provides tentative support for HER and importantly, highlights the importance of providing support for parents implementing interventions at home. [ABSTRACT FROM AUTHOR]

Educational researchers have challenged Bandura’s prediction that self-efficacy beliefs tend to be established early in learning and that once set, self-efficacy beliefs persist unless a critical event causes them to be reevaluated. However, the results have been mixed in previous research, including being positive, negative, and unchanged. In response, we evaluated how 75 teachers (i.e., special educators) rate their teaching self-efficacy beliefs in motivating student reading and adapting reading instruction at two time points. All teachers taught students with an intellectual disability, communication difficulties, and poor reading skills. The teachers participated in a workshop to learn teaching reading strategies with apps under various conditions (comprehension strategies, phonemic strategies, or both comprehension and phonemic strategies). We analyzed teacher self-efficacy beliefs at two time points with a 12-week span (pre-and postintervention). First, we developed measures of teacher self-efficacy through confirmatory factor analyses. Next, we analyzed the data with multiple imputation and mixed linear regression with difference-in-differences (DiD). The results indicated no statistically significant treatment effect on teachers’ rating of their teaching self-efficacy beliefs. We conclude that our results agree with Bandura’s original prediction and thus, his social cognitive theory.

Collaborative problem-solving is a crucial skill to be developed in education. With the development of information technology, collaborative problem-solving in online environments has received increasing attention in recent years. There has been some foundation of research on computer-supported collaborative learning (CSCL) and collaborative problem-solving (CPS). They both have a focus, but there is a trend to combine them. Further understanding of the current state of research on online collaborative problem-solving is much needed. This study reviews 528 relevant papers from the last decade. The researchers summarized the current state of research and hotspots in online collaborative problem-solving based on the visual analysis of CiteSpace. It was found that the number of papers on online collaborative problem-solving is on the rise, with CPS and CSCL as the main research content and 'feature extraction', 'task analysis', and 'computation modeling' as the hot research topics in the past three years. The current research power on CPS and CSCL is mainly distributed in China and the United States, but the inter-institutional collaboration is little. Based on the research results, this paper proposes four future directions to improve the research in online collaborative problem-solving: identity awareness in online collaborative problem-solving, interdisciplinary online collaborative problem-solving, online collaborative problem-solving for teachers, and online collaborative problem-solving and ICT skills. [ABSTRACT FROM AUTHOR]