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Background: Social network awareness (SNA) enables students to know the online learning context of peers in computer-supported collaborative learning (CSCL) and it has been used to improve peer interaction and participation in collaborative learning tasks. Mobile learning enables students to access learning content and discuss content with peers regardless of location or time. Because almost every college student has their own mobile device and social networks are ubiquitous in their daily lives, a mobile learning application with social networking is promising for promoting effective learning if students are willing to continually use the application. However, few studies have investigated this. Objectives: In this study, SNA was integrated into a mobile-based assessment (MBA-SNA). The study investigated whether students were willing to persist in the use of MBASNA and the factors influencing this intention. Methods: A 1-month experiment was conducted to investigate the research question on the basis of the unified theory of acceptance and use of technology (UTAUT). Results: The results demonstrated that (1) students were willing to continue using the MBA-SNA, (2) the incentives influencing behavioural intention (BI) in initial use and continual use differed, and (3) social influence (SI) and perceived playfulness (PP) were the two key determinants of continual use. Implications: The SNA increases the positive impact of SI and PP on MBA continual use so that continual use can be assured. Future research should integrate SNA into other mobile learning apps (e.g., mobile collaborative writing or discussion apps) to enhance continued system use and learning effectiveness.

Collaborative learning by teaching (CLBT) is a pedagogical approach that combines collaborative learning and learning by teaching pedagogy, which can be applied to university classrooms with the support of information and communication technology (ICT). This pedagogy not only emphasizes the independent learning of group members, but also emphasizes the process of collaborative learning and cooperative teaching among group members. For current Chinese college students, even with the support of online learning resources and ICT, CLBT is a relatively difficult task for group members, which needs to be combined with some regulatory strategies. Socially shared learning regulation (SSRL) has attracted widespread attention from educators and researchers as an effective collaborative learning regulation strategy, but so far, there is few studies on the effects of SSRL in CLBT environment, especially on psychological variables. This study explored the effects of SSRL on the computational thinking, learning motivation, engagement, and academic achievement of university students in CLBT by conducting a semester-long quasi-experiment in a data mining course with 72 third-year undergraduates at a Chinese public university. The experimental class adopted SSRL in CLBT with 41 students (33 males, eight females), while the control class only implemented CLBT with 31 students (26 males, five females). The independent sample t-test results showed that the students in the experimental class significantly improved their intrinsic motivation, engagement (Deep processing strategy and affective engagement), and computational thinking (Algorithmic thinking, critical thinking and problem solving) than those in the control class. In addition, the student's academic achievements in the experimental class were significantly higher than the students in the control class. This study enriches the practical cases of educators and researchers and makes recommendations for future research, such as combining project-based learning approaches with CLBT or investigating the relationship among these psychological variables and academic performance.

Different e-learning technologies may offer different incentive factors, which influence behavioural intention. Moreover, when adopting a new e-learning technology for an extended period, learners' perceptions and learning behaviour may change during the learning period. Unfortunately, as formative assessments (FAs) are often continuously performed during a semester, few studies have investigated how the two FA tools: computer-based assessment (CBA) and game-based assessment (GBA), influence learning perception, behavioural intention, and learning achievement during the learning period under the possible existence of the above phenomena. This study used a quasi-experiment design in which one class used CBA as an FA tool and the other used GBA (i.e. Kahoot!) in a university level course for one semester. This study makes the following findings. First, the incentive factors influencing behavioural intention for CBA and for GBA (Kahoot!) differ in the early stage (before the mid-term). Second, the incentive factors influencing behavioural intention fluctuated in both classes over the one-semester experiment. Third, although the CBA class had significantly higher scores than the Kahoot! class for every FA, there was no significant difference between the mid-term and the final term scores (learning achievement) of the two classes.

Many studies have identified two major flaws in project-based learning: social loafing and unfair assessment marks. Although some studies agree that peer assessment can correct the above flaws in project-based learning, some concerns (e.g. unreliable and/or biased marking) have not been addressed. Thus, this work applied group awareness (GA) tools in peer assessment (PA) and further developed PAGA. Team members can use GA technology to observe the interactions and contributions of other team members in an online collaborative learning environment. Experimental results show that the proposed PAGA can increases students' online participation. Moreover, the proposed PAGA avoids the above two flaws, unlike conventional PA. However, this study did not show that PAGA effectively enhances the quality of interactive messages and the quality of project achievement.

The purpose of this study is to enhance the effect of dance skill learning, learning motivation, and physical activity class satisfaction. Moreover, the outcome of these quasi-experiments illustrate the effects of Facebook Live-stream teaching, co-regulated learning (CRL), and experience-based learning (ExBL) on improving students' learning performance. The experimental design in this study was a 2 (CRL vs. non-CRL) × 2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes of a course titled 'Physical Education: Dance' at university level were chosen for this study in one semester. According to the analysis of results, conclusions of this study are that students who receive ExBL have significantly higher physical activity class satisfaction than students who do not receive ExBL. In addition, in the case of ExBL teaching, the concurrent implementation of CRL can improve students' dance skill learning more than ExBL alone.

The aim of this research is to examine the dimensions of junior high school teachers' readiness for implementing a flipped classroom approach and to construct and validate an instrument--the Flipped-Classroom Teacher Scale (FCTS). Two sets of samples (170 and 495 junior high school teachers) served to explore and confirm the constructs of the FCTS model proposed by this study. The model has been empirically validated via exploratory factor analysis (EFA) and confirmatory factor analysis. The research participants were from different geographical locations in Taiwan. The FCTS consists of four factors: institutional support, technology self-efficacy (TSE), teacher beliefs and teaching strategies (TS). The results show that the FCTS model is a valid and reliable scale. Teachers may use the FCTS to gain a greater understanding of their instructional design and strategies in relation to flipped classrooms.

Prostate cancer (PCa) is a multifactorial disease influenced by genetic, environmental, and immunological factors. Genetic polymorphisms in the interleukin-10 (IL-10) gene have been implicated in PCa susceptibility, development, and progression. This study aims to assess the contributions of three IL-10 promoter single nucleotide polymorphisms (SNPs), A-1082G (rs1800896), T-819C (rs3021097), and A-592C (rs1800872), to the risk of PCa in Taiwan. The three IL-10 genotypes were determined using PCR-RFLP methodology and were evaluated for their contributions to PCa risk among 218 PCa patients and 436 non-PCa controls. None of the three IL-10 SNPs were significantly associated with the risks of PCa (p all > 0.05) in the overall analyses. However, the GG at rs1800896 combined with smoking behavior was found to significantly increase the risk of PCa by 3.90-fold (95% confidence interval [95% CI] = 1.28–11.89, p = 0.0231). In addition, the rs1800896 AG and GGs were found to be correlated with the late stages of PCa (odds ratio [OR] = 1.90 and 6.42, 95% CI = 1.05–3.45 and 2.30–17.89, p = 0.0452 and 0.0003, respectively). The IL-10 promoter SNP, A-1082G (rs1800896), might be a risk factor for PCa development among smokers and those at late stages of the disease. These findings should be validated in larger and more diverse populations. [ABSTRACT FROM AUTHOR]

Simple Summary: Bladder cancer, an age-related disorder, primarily affects individuals aged 65 and older. Accelerated biological aging, which is linked to increased cancer susceptibility, raises questions about its association with bladder cancer risk. We evaluated four widely recognized epigenetic clocks—HannumAge, HorvathAge, GrimAge, and PhenoAge—for their relationship with bladder cancer risk in a large case–control study. By leveraging genome-wide-association study (GWAS) data and constructing weighted genetic risk scores (GRS), we found that higher HannumAge and HorvathAge GRS were significantly associated with increased bladder cancer risk (OR = 1.69, 95% CI: 1.44–1.98, p = 1.56 × 10−10 and OR = 1.09, 95% CI: 1.00–1.19, p = 0.04, respectively). Mendelian randomization (MR) analysis using inverse-variance weighting (IVW) confirmed these associations, which was also supported by sensitivity analyses. However, GrimAge and PhenoAge showed no significant association with bladder cancer risks. Our findings highlighted the link between accelerated biological aging and elevated bladder cancer risk. Bladder cancer is an age-related disease, with over three-quarters of cases occurring in individuals aged 65 years and older. Accelerated biological aging has been linked to elevated cancer risks. Epigenetic clocks serve as excellent predictors of biological age, yet it remains unclear whether they are associated with bladder cancer risk. In this large case–control study, we assessed the associations between four well-established epigenetic clocks—HannumAge, HorvathAge, GrimAge, and PhenoAge—and bladder cancer risk. Utilizing single nucleotide polymorphisms (SNPs), which were identified in a genome-wide association study (GWAS), linked to these clocks as instruments, we constructed a weighted genetic risk score (GRS) for each clock. We discovered that higher HannumAge and HorvathAge GRS were significantly associated with increased bladder cancer risk (OR = 1.69 per SD increase, 95% CI, 1.44–1.98, p = 1.56 × 10−10 and OR = 1.09 per SD increase, 95% CI, 1.00–1.19, p = 0.04, respectively). Employing a summary statistics-based Mendelian randomization (MR) method, inverse-variance weighting (IVW), we found consistent risk estimates for bladder cancer with both HannumAge and HorvathAge. Sensitivity analyses using weighted median analysis and MR-Egger regression further supported the validity of the IVW method. However, GrimAge and PhenoAge were not associated with bladder cancer risk. In conclusion, our data provide the first evidence that accelerated biological aging is associated with elevated bladder cancer risk. [ABSTRACT FROM AUTHOR]

Matrix metalloproteinase (MMP)-2 and -9, which degrade type IV collagen, are linked to cancer invasion and metastasis. Gene polymorphisms in MMP-2 and MMP-9 can influence their function, impacting cancer development and progression. This study analyzed the association between polymorphisms MMP-2 rs243865 (C-1306T), rs2285053 (C-735T), and MMP-9 rs3918242 (C-1562T) with serum concentrations of these enzymes in upper tract urothelial cancer (UTUC) patients. We conducted a case–control study with 218 UTUC patients and 580 healthy individuals in Taiwan. Genotyping was performed using PCR/RFLP on DNA from blood samples, and MMP-2 and MMP-9 serum levels and mRNA expressions in 30 UTUC patients were measured using ELISA and real-time PCR. Statistical analysis showed that MMP-2 rs2285053 and MMP-9 rs3918242 genotypes were differently distributed between UTUC patients and controls (p = 0.0199 and 0.0020). The MMP-2 rs2285053 TT genotype was associated with higher UTUC risk compared to the CC genotype (OR = 2.20, p = 0.0190). Similarly, MMP-9 rs3918242 CT and TT genotypes were linked to increased UTUC risk (OR = 1.51 and 2.92, p = 0.0272 and 0.0054). In UTUC patients, TT carriers of MMP-2 rs2285053 and MMP-9 rs3918242 showed higher mRNA and protein levels (p < 0.01). These findings suggest that MMP-2 rs2285053 and MMP-9 rs3918242 genotypes are significant markers for UTUC risk and metastasis in Taiwan. [ABSTRACT FROM AUTHOR]

The application of online learning and educational technologies in higher education has changed teaching methods, the channels of delivering learning materials, and modes of communication between teachers and students. This study is aimed to improve learning effects and investigate, via quasi-experiments, the effects of web-mediated socially-shared regulation of learning (SSRL) and experience-based learning (ExBL) on improving students' learning results. The experimental design in this study was a 2 (SSRL vs. non-SSRL) × 2 (ExBL vs. non-ExBL) factorial pretest/post-test design. Four classes in a one-semester course titled "Applied Information Technology: Data Processing" at university level were chosen for this study. Based on the analysis carried out in this study, students who received the treatments of web-mediated SSRL and/or ExBL did not have significantly better computing skills in using Excel. The reasons for these insignificances and implications thereof are discussed in this paper. Nevertheless, students in the SSRL and non-ExBL class had significant increases in scores for their learning motivation at the end of semester compared with the beginning.

Contrary to conventional expectations, the reality of computing education in Taiwan's vocational schools is not so practically oriented, and thus reveals much room for improvement. In this context, we conducted a quasi-experiment to examine the effects of applying web-based problem-based learning (PBL), web-based self-regulated learning (SRL), and their combination to enhance students' computing skills in a short-term module of deploying Microsoft Word. Two classes of 106 first-year students were divided into 2 (PBL vs. non-PBL) × 2 (SRL vs. non-SRL) experimental groups. Results were generally positive. This study thus provided a significant illustration of a promising design and implementation of chosen web-based pedagogies for a short-term module. With limitations in mind, we hope that the lesson learned is also useful for those teachers engaged in e-learning, specifically, in vocational schools.

This study explored the effects of online academic help-seeking (OAHS) and flipped learning (FL) on students' development of involvement, self-efficacy, and self-directed learning. A quasi-experiment was conducted to investigate whether students' involvement, self-efficacy, and self-directed learning increases over time with intervention by OAHS, FL, and their combination. Three classes of first-year university students in a one-semester course were chosen for this empirical research. The 102 students were divided into three groups. The first group (G1, which received online OAHS and FL), and the second group (G2, which received online FL only), were the experimental groups. The last group (G3), which received the traditional teaching method in a blended course, served as the control group. The results indicate that G1 students' involvement, self-efficacy, and self-directed learning all improved under the condition of simultaneously applying OAHS and FL. In addition, this study also reveals that the application of FL alone could be helpful in G2 students' development of their involvement, self-efficacy, and self-directed learning. However, G3 students, who learned with traditional teaching method in a blended learning environment, did not have better development in their involvement, self-efficacy, and self-directed learning. Finally, the authors further discuss the implications for teachers, scholars, and schools engaged in online education.

Much application software education in Taiwan can hardly be regarded as practical. The researchers in this study provided a flexible means of ubiquitous learning (u-learning) with a mobile app for students to access the learning material. In addition, the authors also adopted computational thinking (CT) to help students develop practical computing skills. Three classes of first-year students were chosen for the empirical study. They were divided into three groups: two experimental groups (CT&UL group and CT group) and one control group. According to the results in this study, students who received the treatment of u-learning could have significantly better computing skills in using PowerPoint and Word than those without. However, the treatment of web-mediated CT did not result in better development of students' computing skills in this research. Finally, the researchers expect that this study provides a design and illustration of CT in a u-learning environment for schools and educators.