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Curriculum changes for improvement are being pursued to achieve optimal results, with the latest policy requiring teachers to create single-page lesson plan. The spread of COVID-19 in Indonesia has necessitated that teachers adapt lesson plan to current environmental conditions. The single-page lesson plan is suitable as a model for online learning because it is concise, practical, and consists of only one page. This policy has drawn attention from various parties, particularly English teachers, as it is a new approach and poses challenges in the teaching process. A lesson plan must include components such as identity, learning objectives, systematic learning activities, learning methods and media used, learning resources, and the time needed. These components are essential as a guide for teachers to conduct lessons as planned. Single-page lesson plan created by teachers are expected to accommodate students’ conditions and the specific characteristics of the subjects being taught, with English as the subject highlighted here. The research model used is the Plomp Model (2013), which consists of three stages: the initial assessment (preliminary research), the design stage (prototype phase), and the final assessment phase (assessment phase).

Web Block Craft is an innovative educational application that uses the Google Blockly framework to teach web development to children aged eleven and above. The application serves as a comprehensive learning tool, allowing users to explore both frontend project and backend project development. The frontend project includes HTML, CSS, JavaScript, and DOM manipulation, while the backend project covers server building, web app security, application programming interfaces (APIs), and database management. Web Block Craft's unique block-based interface allows users to easily drag and drop components into a dynamic working environment, resulting in an engaging experience with live output display and simultaneous code presentation. A unique feature of Web Block Craft is the integration of a platform within the application, which allows teachers to create lessons with step-by-step instructions for students. This new feature allows for a more structured learning experience, which improves understanding of web development concepts. To enhance the learning experience, the application provides extensive documentation, serving as a valuable resource for users to grasp the intricacies of web programming. By combining the power of Google Blockly with a creative user interface and educational resources, Web Block Craft provides a comprehensive learning environment that empowers creative web programming with confidence. [ABSTRACT FROM AUTHOR]

Lato Lato is a toy that consists of two identical solid balls that are secured together with a rope and can be used as a learning tool in physics. In this study, we examined why the Lato Lato toy uses two balls with the same mass rather than balls with different masses. The collision of the two Lato Lato balls can be considered an elastic collision. The two balls move symmetrically at the same velocity and form a semi-circular route with opposing motion directions when we use Lato Lato with the same ball mass ( m 2 = m 1 ). The angular momentum of the two balls is also the same but in opposite directions, so they cancel each other out. Hence, the two balls travel steadily when Lato Lato is performed. This condition leads to a balanced movement of the Lato Lato system and prevents it from collapsing. On the other hand, because of their disparate masses ({m_1}$?> m 2 > m 1 ), the two balls of Lato Lato move in an imbalanced manner. A lighter ball travels farther because it moves more quickly than a heavier ball. The angular momentum of the two balls is in opposite directions but not of the same magnitude, so they do not cancel each other out. This results in unstable movement of the two balls when Lato Lato is played. Therefore, the two balls no longer collide centrally, like in Lato Lato, with the same mass, but the collision is glancing. Then, the motion of the two balls facilitates collapse easily. This work can enrich students' understanding of collisions beyond the collisions of two objects commonly discussed in textbooks. [ABSTRACT FROM AUTHOR]

The research aims to develop an AR app as a learning tool to facilitate first-year university students in comprehending the concept of the chemical properties and investigate students' performance in understanding the concept of the chemical properties of main group elements. The app was developed using Unity, Vuforia, Canva, and Blender. A mixed method was employed in the R&D adopting ADDIE development model. Twenty-two students of chemistry education department at a state university in Aceh, Indonesia participated in the need analysis and implementation stage. The data was collected through questionnaires, and a system usability scale. The students' performance was evaluated through online Quizizz platform. The findings reveal a strong consensus among students regarding the necessity of AR for comprehending chemistry concepts. The students responded positively to the app's attractiveness, ease of use, impact on their learning experience, alignment with teaching materials, and markers quality, yielding a mean score of 91.8 %. The application is ease to use with a SUS score of 84.9. The N-Gain score indicates positive impact to the students' performance. AR app of periodic properties of elements demonstrates feasibility and serves as a viable alternative teaching tool for the concept of periodic properties of elements. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) is a revolutionary technology with potential educational applications. When contemplating use of AR applications in educational settings, the ease of use of the application should be considered. Here we assessed students' perceptions regarding use of the Respiratory Ventilatory Augmented Reality (ResVAR) application in the context of learning a respiratory module. Clinical and preclinical students enrolled in the Faculty of Medicine and Health Sciences at Universiti Putra Malaysia (UPM) participated in a cross-sectional study. Study participants were first- to fifthyear medical students at UPM who were selected using a convenience sampling technique. A total of 173 participants completed a self-administered questionnaire. Data for the responses in this descriptive study were analysed using SPSS version 27. The data indicated that nearly all preclinical students (97%) and clinical students (94%) found the ResVAR are easy to use. In addition, nearly all preclinical students (98%) and most clinical students (88%) found the ResVAR are easy to read and understand. Nearly all (98% and 96% of clinical students and preclinical students, respectively) could use the application's tools on their own and nearly all (98% of preclinical students and 99% of clinical students) said that the application helped them learn more about the respiratory system. About 88% of clinical students and 98% of preclinical students said that the ResVAR helped them better focus on the subject, and in turn they gained a better understanding and image of the respiratory system. The large majority of students (almost 96% of preclinical students and 86% of clinical students) said that the ResVAR could increase the likelihood that they would pass a test about the respiratory system. Overall, both preclinical and clinical students thought that the ResVAR was a useful teaching tool that helped them better understand the respiratory system. The findings of this study suggest that integration of the ResVAR and other similar applications and software into medical curricula could yield significant advantages for students in terms of enhanced comprehension and study of the respiratory system. [ABSTRACT FROM AUTHOR]

Information and communication technologies (ICTs) in basic education, i.e. K12 education, have often been constrained by sociocultural context and limited to pedagogical aspects, and these innovations have not yet catalyzed curriculum reform as expected. To address this research gap, this study adopted a key-competence-based subject knowledge learning tool, i.e. Smart Learning Partner (SLP), and conducted a quasi-experimental study to evaluate its effects among middle school students. A total of 400 participants in Grade 7 from four schools were followed for a period of two and a half years. The results on online learning engagement indicated that the manipulation generally succeeded in promoting students' use of SLP in the experimental schools. Furthermore, the results on academic performance showed that SLP could not only directly benefit students' learning in the first academic year but also continued to have an effect within the following one and a half years. This study contributes to the existing knowledge in two aspects: first, it extends the use of an adaptive learning cognitive map and shows positive effects in supporting the implementation of the whole curriculum; second, it presents a long-term and large-scale example of successfully integrating ICTs into the key-competence-based curriculum reform in the Chinese context. [ABSTRACT FROM AUTHOR]

This study is important because it addresses the global shift toward digital education and emphasizes the need to examine the role of social networks in education. By shedding light on this issue, this study aims to address the challenges facing the Moroccan educational system and provide recommendations for improving educational standards and pedagogical approaches considering the country’s technological advancements. The research also seeks to answer two key questions: How do Moroccan undergraduate and graduate students view the integration of social media into education? What insights do Moroccan students offer to guide the development of innovative teaching and learning methods using social media platforms?

This quantitative study assessed infographics' perceptions, preferences, and effectiveness as a learning tool among Pakistani undergraduate medical students. The research focused on understanding the impact of infographics on knowledge acquisition, comprehension of complex medical concepts, and bridging the gap between theoretical learning and clinical practice. The study utilised a self-evaluated questionnaire developed through a meticulous literature review, self-evaluation, and expert input. The questionnaire covered demographics, perceptions, preferences, effectiveness in knowledge acquisition, impact on understanding complex medical concepts, and linking theoretical learning to clinical practice. The research was conducted at Shahida Islam Medical College, Lodhran, Punjab, Pakistan, and involved undergraduate medical students across various academic years. Data collection occurred between November 10 and November 30, 2023, with 229 participants. Quantitative analysis was conducted using SPSS, involving one-sample t-test, paired samples t-test, independent samples t-test, Pearson correlation, and multiple regression analysis to address specific hypotheses. Findings indicate a strong positive perception and preference for infographics among undergraduate medical students. Infographics were perceived as effective in enhancing knowledge acquisition, positively impacting the understanding of complex medical concepts, and bridging the gap between theoretical learning and clinical practice. Statistical analyses supported these perceptions, demonstrating significant relationships and explaining variance in students' perceptions and knowledge acquisition. This study highlights the substantial role of infographics as valuable tools in medical education, emphasising their positive impact on undergraduate medical students' learning experiences. The findings support the integration of infographics into medical curricula to enhance knowledge acquisition, comprehension, and application in real-life clinical settings. [ABSTRACT FROM AUTHOR]

Motorik halus merupakan kemampuan penting dalam perkembangan anak-anak, yang melibatkan koordinasi mata dan tangan, kreativitas, dan pemecahan masalah. Penelitian ini bertujuan untuk mengembangkan media pembelajaran interaktif berupa maze yang dirancang khusus untuk meningkatkan keterampilan motorik halus anak-anak di Telkom Schools Daycare Dayeuh Kolot. Penelitian ini menerapkan pendekatan pengembangan desain yang melibatkan analisis kebutuhan, desain konten dan tampilan yang sesuai dengan karakteristik anak-anak usia dini, pengembangan media pembelajaran maze, implementasi di lingkungan Daycare, serta evaluasi efektivitasnya. Metode penelitian ini adalah kualitatif dengan teknik analisis data deskriptif menggunakan metode Root Cause Analysis (RCA). Hasil evaluasi menunjukkan bahwa media pembelajaran maze berhasil meningkatkan keterampilan motorik halus anak-anak secara signifikan. Hasil penelitian ini adalah analisis keefektifan hasil penggunaan desain alat permainan edukatif berbentuk maze dengan konsep memberi makan hewan yang digunakan untuk menstimulasi perkembangan motorik halus anak usia dini di Telkom School Daycare. Penelitian ini memberikan kontribusi positif dalam pengembangan pendidikan motorik halus di Telkom School Daycare Dayeuh Kolot serta dapat diadopsi sebagai model pembelajaran interaktif di berbagai lembaga pendidikan anak usia dini lainnya.

English has four skills that must be mastered in the field of education. To master these four skills, it is necessary to comprehend English vocabulary. Due to the fact that student teachers as future teachers belong to Gen Z and primary and secondary students nowadays are classified as Gen Alpha, the TikTok application is currently quite popular with them. The widespread availability of social media with massive opportunities to provide major roles in current society. Therefore, this study aims to survey student teachers' perceptions of using the TikTok application to learn and teach English vocabulary. This study employed descriptive qualitative, which was analyzed by using descriptive statistics. The data was gathered through a questionnaire that was given to 90 student teachers at one of the universities in Indonesia. The researchers also distributed a semi-structured interview to several participants. According to the data, it was indicated that the majority of students have a favorable perspective toward the TikTok app and believe it can help them to learn English. In addition, they were expected to use it to teach vocabulary in the English class. Thus, it is suggested that student teachers as future teachers maximize the advantages of the TikTok application as a learning tool, which enables to improve of the planning of training programs.

The active development of innovative technologies led to the introduction of artificial intelligence in all spheres of human activity, particularly, in education. As an educational technology, artificial intelligence integrates social, cultural, pedagogical, and legal aspects of application, thereby opening up new opportunities for learning and generating knowledge. At the same time, education faces new problems and challenges, one of which is determining the role of artificial intelligence in the generation of knowledge. The article analyzes the main representations of artificial intelligence in education: as a tool of education, an object of learning, and a “simulative subject”. In the complex system of “artificial intelligence & education & knowledge”, representations of artificial intelligence are considered evolving and becoming more complicated by overcoming contradictions embedded in systems. To understand the impact of artificial intelligence on education, its features as a tool of education and as an object of learning are revealed, and productivity and problems that arise are clarified. Special attention is paid to the status of AI as a “simulative subject” in education, whose role in the transformation of “knowledge” into “understanding” is determined by the human teacher. The interdisciplinary theoretical base is represented by studies of thinking, knowledge, and education as complex systems. A phenomenological approach was used to justify the content of learning as a transformation of knowledge into meaning and understanding of the teacher's role in digital education.

Performing pharmaceutical calculations accurately is a fundamental aspect of the pharmacy profession, ensuring treatment efficacy and patient safety. Incorporating videos in teaching can enhance visualisation and reinforce learning. The current study utilised videos to teach calculations and assessed how these affected students' performance. Initially, pharmacy students were surveyed at one UK University to identify calculation topics they found most challenging, and then two prototype videos were created based on these topics. Feedback was gathered through a follow-up survey on these prototypes, leading to the development of five additional videos. To evaluate the impact of these videos, students were given quizzes before and after watching them. The data were analysed in Microsoft Excel and included paired t-tests to compare mean scores, with significance set at p < 0.05. The survey was completed by 98/130 (75% response rate), with 58% expressing average or low confidence in calculations. A majority (78%) believed that videos would aid their comprehension of calculation concepts. In the subsequent phase, most respondents (92%, 80/87) agreed that the prototype videos improved their understanding of the two topics, but this increase was not statistically significant. However, quiz performance evaluation revealed a significant increase in average scores. This study affirms that videos can boost students' performance in calculations by allowing them to visualise the relevant practical scenarios. [ABSTRACT FROM AUTHOR]

This article discusses the development and evaluation of an e-learning tool for clinicians to assist in counseling esophageal cancer patients. The tool aims to help clinicians take patient preferences into account when making treatment decisions. The e-learning tool consists of a theoretical part that provides information on esophageal cancer treatment options and shared decision-making, as well as a practical part that includes video scenarios for clinicians to practice their skills. The tool was evaluated by clinicians, with the majority finding it relevant and helpful. The authors suggest that integrating this tool can improve shared decision-making skills for clinicians. [Extracted from the article]

Abstract Spinal ultrasonography has increasingly been used to image axial structures from the cervical to sacral region in recent years. In this work, we propose a comprehensive, systematic cervical scanning protocol that we refined as a route map, especially for beginners, to facilitate teaching, learning, diagnosis, and treatment in clinical pain practice. As a simple and clear tool to demonstrate the scanning protocol, the route map is delineated with rectangles, lines, and arrows. The rectangles represent the positions of the transducer, the arrows indicate route directions, and the lines show the routes of transducer movement. In this article, we describe cervical spinal ultrasonography to illustrate the route map interpretation, scanning protocol and target anatomical structures in detail. We believe that this comprehensive, clear, systematic, and portable route map will be beneficial for inexperienced pain clinicians and ultrasound beginners.

Spinal ultrasonography has increasingly been used to image axial structures from the cervical to sacral region in recent years. In this work, we propose a comprehensive, systematic cervical scanning protocol that we refined as a route map, especially for beginners, to facilitate teaching, learning, diagnosis, and treatment in clinical pain practice. As a simple and clear tool to demonstrate the scanning protocol, the route map is delineated with rectangles, lines, and arrows. The rectangles represent the positions of the transducer, the arrows indicate route directions, and the lines show the routes of transducer movement. In this article, we describe cervical spinal ultrasonography to illustrate the route map interpretation, scanning protocol and target anatomical structures in detail. We believe that this comprehensive, clear, systematic, and portable route map will be beneficial for inexperienced pain clinicians and ultrasound beginners. [ABSTRACT FROM AUTHOR]

This research aims to examine students' attitudes toward using ChatGPT as a learning tool using a quantitative approach with a descriptive study design. For data collection, researchers have developed attitude measures that utilize the ABC model, which encompasses three components of attitudes (affective, cognitive, and behavioral). The study was conducted among a random sample of 623 undergraduates who enrolled at the University of Jordan, consisting of 476 females and 147 males. The results of the descriptive statistics indicate that there is a high level of positive attitude toward utilizing ChatGPT as a learning tool. Furthermore, the findings confirm moderate affective and high behavioral and cognitive components of attitudes toward using ChatGPT as a learning tool among undergraduate students. A proportion of respondents (73.2%) agreed on the potential ability of ChatGPT to facilitate the learning process. In comparison, 20.7% of the study participants raised apprehensions regarding the precision of the data produced by ChatGPT, while an equivalent percentage (20.7%) reported feeling uncomfortable utilizing the platform; conversely, 14.6% of those surveyed acknowledged experiencing anxiety when unable to access ChatGPT's services. The results of this study encourage decision-makers and educators at the University of Jordan to incorporate ChatGPT into curricula and instructional practices, considering student concerns and the risk of misuse. [ABSTRACT FROM AUTHOR]

ABSTRAK Penelitian ini bertujuan untuk mengetahui kepraktisan dan keefektifan perangkat pembelajaran model kausalitik untuk meningkatkan kemampuan berpikir kreatif momentum dan impuls peserta didik. Analisis kepraktisan dan keefektifan Perangkat pembelajaran model kausalitik untuk meningkatkan kemampuan berpikir kreatif momentum dan impuls peserta didik yang dikembangkan terdiri dari silabus, RPP, LKPD, tugas pendahuluan, dan instrumen tes kemampuan berpikir kreatif (KBK). Pengumpulan data dilakukan melalui validasi dengan menggunakan instrument peneltian berupa angket respon peserta didik, lembar observasi keterlaksanaan pembelajaran, serta uji coba terbatas. Penelitian ini dilakukan di SMAN 1 Narmada mulai pada tangal 7 oktober smpai tanggal 24 Oktober 2020. Hasil respon dari peserta didik memperoleh nilai > 80% dengan kriteria baik, dan rerata keterlaksanaan pembelajaran untuk tiga kali pertemuan yaitu 3,6 dengan kriteria sangat baik. Hasil perhitungan N-gain kemampuan berpikir kreatif peserta didik yaitu 0,43 yang tergolong kriteria sedang. Berdasarkan hasil tersebut, dapat disimpulkan bahwa perangkat pembelajaran model kausalitik untuk meningkatkan kemampuan berpikir kreatif momentum dan impuls peserta didik dapat dikatakanuntuk praktis dan efektif digunakan dalam pembelajaran. Kata kunci: perangkat pembelajaran; model pembelajaran kausalitik; praktis dan efektif ABSTRACT This research aims to determine the practicality and effectiveness of the causal learning model as a tool to improve creative thinking skills in students regarding momentum and impulse. The analysis of the practicality and effectiveness of the causal learning model tool was developed including syllabus, lesson plans, introductory tasks, and a creative thinking ability (KBK) test instrument. Data was collected through validation using student response questionnaires, observation sheets of the implementation of learning, and limited testing. The research was conducted at SMAN 1 Narmada from October 7 to October 24, 2020. The response from students received a score of >80% with the criteria of being good, and the average implementation of learning for three meetings was 3.6 with the criteria of being very good. The N-Gain calculation result of the students' creative thinking ability was 0.43, which is considered to be average. Based on these results, it can be concluded that the causal learning model tool for improving creative thinking skills in students regarding momentum and impulse is practical and effective to use in learning. Keywords: learning tool; causal learning model; practical and effective

IntroductionIt is common practice to use objects to bridge disciplines and develop shared understanding across knowledge boundaries. Objects for knowledge mediation provide a point of reference which allows for the translation of abstract concepts into more externalized representations. This study reports from an intervention that introduced an unfamiliar resilience perspective in healthcare, through the use of a resilience in healthcare (RiH) learning tool. The aim of this paper is to explore how a RiH learning tool may be used as an object for introduction and translation of a new perspective across different healthcare settings.MethodsThis study is based on empirical observational data, collected throughout an intervention to test a RiH learning tool, developed as part of the Resilience in Healthcare (RiH) program. The intervention took place between September 2022 and January 2023. The intervention was tested in 20 different healthcare units, including hospitals, nursing homes and home care services. A total of 15 workshops were carried out, including 39-41 participants in each workshop round. Throughout the intervention, data was gathered in all 15 workshops at the different organizational sites. Observation notes from each workshop make up the data set for this study. The data was analyzed using an inductive thematic analysis approach.Results and conclusionThe RiH learning tool served as different forms of objects during the introduction of the unfamiliar resilience perspective for healthcare professionals. It provided a means to develop shared reflection, understanding, focus, and language for the different disciplines and settings involved. The resilience tool acted as a boundary object for the development of shared understanding and language, as an epistemic object for the development of shared focus and as an activity object within the shared reflection sessions. Enabling factors for the internalization of the unfamiliar resilience perspective were to provide active facilitation of the workshops, repeated explanation of unfamiliar concepts, provide relatedness to own context, and promote psychological safety in the workshops. Overall, observations from the testing of the RiH learning tool showed how these different objects were crucial in making tacit knowledge explicit, which is key to improve service quality and promote learning processes in healthcare.

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

This study investigates the effectiveness of WhatsApp (WA) in helping students learn phrasal verbs in an English as a Foreign Language context. Using a mixed-method approach, data were collected from 32 Level 4 students of the General Foundation Program at the University of Technology and Applied Sciences, Ibra, Oman. The students were provided with 15 phrasal verbs to be learnt and used in sentences within five weeks through WA. An achievement test was conducted in the fifth week to measure the learning. In addition, a questionnaire survey and an interview were conducted to investigate students' perceptions regarding the effectiveness of WA in learning and the challenges they faced during the process. The findings showed students' positive perception regarding WA's effectiveness as a learning tool. However, certain challenges such as distraction, poor Internet connection, and poor time management were found to hinder their learning process considerably. Overall, the study highlighted the possibility of successful WA integration in foreign language education with strategies to minimize the challenges and maximize the effectiveness. [ABSTRACT FROM AUTHOR]

This study aims to develop a mathematics learning tool based on the guided discovery method in order to improve the problem-solving abilities of fourth-grade elementary school students. The type of research is development research with the Plomp model which consists of three stages, namely preliminary analysis, prototype development, and assessment. The results showed that the learning device was declared to be very valid with a score of 3.67, very practical with a score of 97.3, and effective with an average student learning outcome assessment of 76.23 and was above the KKM. Thus, this Mathematics learning tool with the Guided Discovery Model is highly recommended and suitable for use in elementary schools.

Performing pharmaceutical calculations accurately is a fundamental aspect of the pharmacy profession, ensuring treatment efficacy and patient safety. Incorporating videos in teaching can enhance visualisation and reinforce learning. The current study utilised videos to teach calculations and assessed how these affected students’ performance. Initially, pharmacy students were surveyed at one UK University to identify calculation topics they found most challenging, and then two prototype videos were created based on these topics. Feedback was gathered through a follow-up survey on these prototypes, leading to the development of five additional videos. To evaluate the impact of these videos, students were given quizzes before and after watching them. The data were analysed in Microsoft Excel and included paired t-tests to compare mean scores, with significance set at p < 0.05. The survey was completed by 98/130 (75% response rate), with 58% expressing average or low confidence in calculations. A majority (78%) believed that videos would aid their comprehension of calculation concepts. In the subsequent phase, most respondents (92%, 80/87) agreed that the prototype videos improved their understanding of the two topics, but this increase was not statistically significant. However, quiz performance evaluation revealed a significant increase in average scores. This study affirms that videos can boost students’ performance in calculations by allowing them to visualise the relevant practical scenarios.

The Essex Student Journal is a diamond open access journal that publishes the work of undergraduate and postgraduate taught students at the University of Essex. The journal editor and all peer reviewers are postgraduate research students at Essex. The Essex Student Journal therefore prides itself on being run by students, for students. As well as being a working academic journal, it is also used as an educational tool that introduces University of Essex students and postgraduate researchers to open access publishing. Furthermore, it enables advocacy for diamond open access across the University and beyond, demonstrating the benefits and viability of diamond open access publishing to academic staff and senior leaders. This case study explores how, for relatively small investments, library teams can make a big impact with their students and staff when it comes to diamond open access publishing.

The purpose of this study is to determine the influence of STAD-type cooperative learning based on a learning tool on critical thinking skills in the students' learning outcomes. This study is a 2x3 factor design quasi-experimental one. The data were collected through multiple-choice tests, descriptions, observations, and documents. Multiple-choice tests, explanations, observations, and documents were implemented to collect the data. Using the SPSS16 application, the hypothesis test by two-way ANOVA had a significance level of 5. In relation to the impact of STAD-type co-operatives learning based on learning tools for critical thinking skills in students' outcomes has shown significant values in the areas of cognition, psychomotor, and affective. The cognitive domain score was 0.314, the psychomotor domain score was 0.032, and the affective domain score was 0.038. The results of the test decide that the significance is less than 0.05, namely 0.00 < 0.05. The conclusions of this research are: 1) STAD-type cooperative learning based on a learning tool has a significant effect on critical thinking skills on student psychomotor and affective learning outcomes, 2) students' academic abilities do not affect student learning outcomes. [ABSTRACT FROM AUTHOR]

The research on computer mediated interventions and technologies (e.g., digital tabletop tool) that have seminal relevance to the intervention strategies designed for the children diagnosed with Autism Spectrum Disorder (ASD) mostly remain confined within the developed nation. The objective of this study is threefold: firstly, to reveal the design principles to be followed in developing an interactive and affordable computer-enabled table-top tool for the children with special needs; secondly, to develop a physical prototype following the revealed principles; and finally, to evaluate the usability performance of this tool. This study presents a mixed method research while the data collection process includes both ethnographic study and semi-structured interviews of both the teachers and students of a special school dedicated for teaching the children with ASD. As outcomes, along with a list of design principles, and a prototype of a computer-enabled, single touch, single user, and affordable educational intervention tool targeting the children diagnosed with ASD, the results of the empirical evaluation of the prototype demonstrated high effectiveness (72% average success rate for the students vs. 92% for the teachers), efficiency (1.20 minutes average task completion time for the students vs. 0.48 minutes for the teachers) and satisfaction rate (4.46 for the students vs. 4.66 for the teachers out of 5) for the developed tool. Both types of the participants were found satisfied with the usability of the tabletop prototype and positively endorsed its effectiveness in improving the learning environment of the children with special needs. [ABSTRACT FROM AUTHOR]

The Essex Student Journal is a diamond open access journal that publishes the work of undergraduate and postgraduate taught students at the University of Essex. The journal editor and all peer reviewers are postgraduate research students at Essex. The Essex Student Journal therefore prides itself on being run by students, for students. As well as being a working academic journal, it is also used as an educational tool that introduces University of Essex students and postgraduate researchers to open access publishing. Furthermore, it enables advocacy for diamond open access across the University and beyond, demonstrating the benefits and viability of diamond open access publishing to academic staff and senior leaders. This case study explores how, for relatively small investments, library teams can make a big impact with their students and staff when it comes to diamond open access publishing. [ABSTRACT FROM AUTHOR]

Introduction Self-directed peer feedback is integral to the problem-based learning (PBL) process, but poorly scaffolded feedback processes can be inefficient and ineffective and there is little guidance on how students should structure these processes. This study aims to identify implementation considerations for a group function reflection tool and explore group feedback behaviours around the operationalization of the tool. Methods We conducted a qualitative study informed by direct content analysis using the group function reflection tool and conducted semi-structured focus groups in 2024 with 24 medical students and two tutors participating in a PBL curriculum. Students conducted peer feedback using the tool over four weeks, submitted feedback through an online form, and reflected on their experiences in focus groups. We analyzed feedback responses and transcripts in a staged approach, sensitized by three frameworks: the Human Factors Framework, the Task-Gap-Action model of feedback, and Thanks for the Feedback: Appreciation, Coaching, and Evaluation. Results We constructed five themes: 1) appreciative feedback is often under-valued, 2) there is tension between structure and flexibility in the feedback process, 3) the interplay between written and verbal feedback, 4) the density of feedback requires careful optimization, and 5) the tool as a threat to tutors. Discussion Operationalization of the tool exposed tensions around the peer feedback process. The tool reinforced the importance of a self-guided process for peer feedback which also requires prompting. It raised assumptions about the PBL feedback process which should be further studied to better understand peer feedback in broader contexts., Competing Interests: Human subjects: Consent for treatment and open access publication was obtained or waived by all participants in this study. Hamilton Integrated Research Ethics Board issued approval 16200. This project was approved by the Hamilton Integrated Research Ethics Board (HiREB) under Project #16200. Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Mellon et al.)

Background: Adopting interactive teaching in dermatology will encourage the students to acquire a deeper understanding of the subject, increase attention span and retention of knowledge, and enhance self-directed learning. Aim and Objectives: To introduce Quiz as an Interactive teaching tool in dermatology and assess the perception of the undergraduate students and faculty about using quizzes in dermatology. Methodology: This prospective study was conducted in the department of dermatology. Participants are the 2nd year MBBS students. After sensitizing the students and taking informed consent, quizzes were conducted on four topics, at appropriate time intervals using the “POLL EVERYWHERE” software. During the lecture, a quiz was conducted as follows: At the beginning of the lecture (a), after 20 min (b) and at the end of the lecture (c). At the end of the 4 interactive lectures, questionnaires were provided to the students and faculty to get feedback on their perception regarding the interactive teaching sessions. The responses of the feedback forms were graded using a 5-point Likert's scale. Statistical Analysis: The data were entered in Microsoft Excel and analyzed using SPSS (Statistical Packages for the Social Sciences, software version 21.o. Armonk, NY: IBM corp). Open-ended questions were analyzed by thematic qualitative analysis and expressed as percentages. Results: About 44.6% agreed that quizzes do make dermatology more interactive. Around 53% students agreed that interactive learning helps in better retention of knowledge. All faculty perceived that interactive learning is an appropriate motivator for the undergraduate students to do self-directed learning and that quiz is an effective tool. Conclusions: Interactive teaching learning methods such as quizzes will encourage the students in the better understanding of dermatology.

Abstract Background Trigger videos have occasionally been used in medical education; however, their application to surgical faculty development is novel. We assessed participants’ attitudes towards workshops on intraoperative teaching (IOT) that were anchored by trigger videos, and studied whether they could generate discussion-for-learning among surgeons in this workshop setting. Methods Surgeons from multiple specialties attended one of six faculty development workshops where IOT trigger videos were shown and discussed during break-out sessions. Participants completed questionnaires to (1) evaluate videos via survey and feedback, and (2) identify adoptable and discardable IOT techniques. Teaching techniques were collated to identify planned IOT changes and survey data and feedback were analyzed. Results A total of 135 surgeons identified 292 adoptable and 202 discardable IOT techniques based on trigger videos and discussions, and 94% of participants reported that the trigger videos were useful and encouraged them to discuss and consider new IOT techniques in their own practice. Conclusions Participants reported that the trigger videos were useful and motivating. Surgeons critically reflected on IOT during the sessions, identifying numerous adoptable and discardable techniques relevant to their own teaching styles. Trigger videos can be a valuable tool for surgical faculty development and can be tailored to other medical specialties.

In this paper we present a study, which revolves around the importance of Information and Communication Technologies (ICTs) at people with Intellectual Impairments. The goal of the study was to unveil how people with disabilities, such as Mental Retardation and Syndrome Down could use ICTs in order to enhance and facilitate their teaching, learning and everyday lifestyle. ICTs will be potentially a tool towards overcoming difficulties of these individuals. These people require ICTs systems highly configurable and adaptable to their personal needs. Otherwise, they will not be useful at all. [ABSTRACT FROM AUTHOR]

Mock trials serve as useful experiential learning tools for undergraduate kinesiology students. In the current study, Kolb's experiential learning cycle was employed over the course of a semester through a comprehensive mock trial project that aimed to provide undergraduate students with an interactive learning experience as a means to achieve desired learning outcomes. The primary purpose of this study was to empirically evaluate the mock trial as a learning tool. The researchers conducted a total of 32 semistructured focus groups with 175 students. Overall, students expressed positive experiences and outcomes as a result of engaging in the mock trial project. Four distinct themes emerged from the data: learning mechanisms, learning outcomes, the student learning experience, and suggested improvements for future courses. Each of these themes is substantiated by excerpts from the comments of the students who participated in the focus groups and discussed in detail, as well as implications for instructors who wish to similarly implement mock trials into their classrooms. [ABSTRACT FROM AUTHOR]

Background: Adopting interactive teaching in dermatology will encourage the students to acquire a deeper understanding of the subject, increase attention span and retention of knowledge, and enhance self-directed learning. Aim and Objectives: To introduce Quiz as an Interactive teaching tool in dermatology and assess the perception of the undergraduate students and faculty about using quizzes in dermatology. Methodology: This prospective study was conducted in the department of dermatology. Participants are the 2nd year MBBS students. After sensitizing the students and taking informed consent, quizzes were conducted on four topics, at appropriate time intervals using the "POLL EVERYWHERE" software. During the lecture, a quiz was conducted as follows: At the beginning of the lecture (a), after 20 min (b) and at the end of the lecture (c). At the end of the 4 interactive lectures, questionnaires were provided to the students and faculty to get feedback on their perception regarding the interactive teaching sessions. The responses of the feedback forms were graded using a 5-point Likert's scale. Statistical Analysis: The data were entered in Microsoft Excel and analyzed using SPSS (Statistical Packages for the Social Sciences, software version 21.o. Armonk, NY: IBM corp). Open-ended questions were analyzed by thematic qualitative analysis and expressed as percentages. Results: About 44.6% agreed that quizzes do make dermatology more interactive. Around 53% students agreed that interactive learning helps in better retention of knowledge. All faculty perceived that interactive learning is an appropriate motivator for the undergraduate students to do self-directed learning and that quiz is an effective tool. Conclusions: Interactive teaching learning methods such as quizzes will encourage the students in the better understanding of dermatology. [ABSTRACT FROM AUTHOR]

In this paper we present a study which revolves around the importance of ICTs (Information and communication technologies) at people with Asperger Syndrome. The goal of the study was to unveil how people with autism such as Asperger Syndrome could use ICTs in order to enhance and facilitate their teaching, learning and everyday lifestyle. ICTs will be potentially a tool towards overcoming difficulties of these individuals. [ABSTRACT FROM AUTHOR]

This work presents a cellular neural network (CNN) learning tool based on the Center of Mass Algorithm (CMA), which provides a friendly graphical user interface. As original contributions of this work, the learning tool here developed for CNN features a few adaptations in CMA to improve the training process for grayscale image filtering, such as decreasing learning rates and training with multiple image sets, and comprises many graphical user interface facilities for CNN designers. The training capability of the developed tool is validated through several filter applications, among which lowpass and highpass filters with finite or infinite impulse responses. A comparative analysis is performed between the theoretical responses of the filters and the results obtained from the simulation of a CMOS analog CNN configured by the parameters determined through the learning tool. The training process was very fast for the lowpass filters and acceptable RMS pixel errors have been obtained for all examples, confirming the reliability of the learning tool. [ABSTRACT FROM AUTHOR]

Background: Performance of autopsies as a learning experience for undergraduate medical students is declining in most developed countries. Sri Lankan universities continue to employ autopsies for teaching purposes. Perceptions of medical students towards this exercise has not been explored in the recent past. Objectives: To determine perceptions of medical students towards autopsy and its significance as a learning experience. Methods: An online questionnaire to determine the perceptions of 4th year medical students who had completed the clerkship in Forensic Medicine on autopsy and its significance as a teaching-learning method was administered to students of two faculties of medicine in Sri Lanka. Results; Medical students considered the autopsy as a positive learning experience in terms of learning anatomy and pathology. They felt that they should witness more autopsies and assist in dissections during autopsy. However, a significant proportion was not sensitive to the emotional nature of the experience and a majority were not comfortable in the autopsy environment and process and stated that they would not consent to an autopsy of someone close to them if the need arose. Conclusion: It is necessary to make the best use of the undergraduate autopsy experience by increasing exposure to autopsy, allowing students to assist at autopsy and drawing the attention of students to the emotional aspect during the experience and promoting the specialty while highlighting the role of the Forensic Pathologist in ensuring justice.

Abstract This research, to design and develop a concept map authoring support tool, adopts a semi-automatic concept mapping approach to help teachers create concept maps from English readings. A concept map is widely regarded as a useful teaching and learning tool. It offers many potential advantages apart from representing the students’ knowledge and understanding during learning. Students’ engagement in using and creating concept maps with a computer-enabled concept mapping tool raises concept maps’ potential benefits. It contributes to the learning process and improves the students’ meaningful learning. The Kit-Build concept map framework, which incorporates a technology-enabled concept mapping tool, uses concept map recomposition as its essential learning activity. In learning with Kit-Build, teachers compose concept maps that they want the students to achieve. The teachers’ maps are then decomposed into components from which the students recompose and reflect deeply on their understanding. The difference between teacher’s and students’ concept maps depicts the gap between teachers’ expected understanding and students’ actual understanding. Hence, the teachers’ concept map becomes an essential part of learning with Kit-Build. For some teachers, creating a good concept map for learning is difficult and time-consuming. Hence, support to improve teachers’ productivity in creating concept maps is essential. The findings suggest that the support tool yields better concept mapping efficiency while maintaining concept maps of similar quality. Teachers also found that the support tool was useful. Therefore, semi-automatic concept mapping with the supported Kit-Build concept map authoring tool has been shown to be a better approach.