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Background: Although breast milk provides the most robust human nutrition and offers extensive immunological protection, many mothers are still hesitant to breastfeed exclusively, and the rate of exclusive breastfeeding declines significantly over time in the postpartum period. Objective: The objective is to educate nurses on the practice of exclusive breastfeeding. Methods: Breastfeeding education was provided to nurses (n = 11) at an urban academic medical center. The education included hands-on skills training, case scenarios, and interactive games. Knowledge was measured using an eight-item multiple choice pre- and posttest. Exclusive breastfeeding rates were measured before and after the 10-week intervention period using a report on infant feeding practices. Results: Comparison of pre- and posttest scores revealed nurses' knowledge increased by 25%; however, exclusive breastfeeding rates were not impacted. Conclusion: Several limitations may have impacted the rates of exclusive breastfeeding. Other strategies may be needed to provide a holistic and effective approach. Barriers related to the lack of exclusive breastfeeding should be explored further. Implications for Nursing: Ongoing education is an effective method to increase nurses' knowledge. Advanced practice nurses, in a unique position to impact nursing practice and influence health, are encouraged to continue to identify and evaluate methods to increase rates of exclusive breastfeeding. [ABSTRACT FROM AUTHOR]

Indonesia is one of the largest archipelagic countries in the world. Indonesia has very rich biodiversity but is facing serious threats. Many endemic species are threatened with extinction due to factors such as climate change, habitat loss, illegal trade and poaching. This research highlights the urgent need for education about endangered animals, with a focus on the Javan Rhinoceros (Rhinoceros Sondaicus) which is categorized as Critically Endangered by the International Union for Conservation of Nature (IUCN). This research was created for Animalium, a research facility under the National Research and Innovation Agency (BRIN), which still lacks interactive Virtual Reality media for education. The main aim of this research is to design a 3D VR animation about the Javan Rhino to increase education and awareness about its conservation. Interviews with educators at Animalium revealed the need for such a medium to prevent damage to physical replicas and to engage visitors, especially children, in a more immersive and interactive learning experience. Observations showed that there were no 3D VR-based educational tools in the facility. The implementation of VR technology has the potential to significantly increase visitor engagement and experiences regarding the conservation of endangered species, in line with Sustainable Development Goals (SDGs) related to terrestrial ecosystems. This research highlights the potential of VR to provide immersive and interactive educational experiences, increase public awareness, and support wildlife conservation efforts, especially the Javan Rhino. The result of this design is an Unreal Engine project file that can be used in Animalium to create an immersive and interactive educational experience, increase public awareness, and support wildlife conservation efforts, especially the Javan Rhino.

Smart antenna and digital antenna systems are considered as a crucial technology for current and future communication systems supporting 5G/6G and nonterrestrial‐networks communications. Based on the information of the received signal/s, smart antenna systems toward the radiation pattern to the desired direction/s. This technique is known as adaptive beamforming. The theories and the applications of adaptive beamforming are taught in engineering educational courses. This paper proposes a set of real‐time interactive experiments for adaptive beamforming algorithms in antenna array processing subject. The proposed experiments can be performed with the computer‐aided experimental studies tool prepared in the MATLAB® environment. The users can easily make comparisons and can perform trade‐offs between different types of adaptive beamforming algorithms, scenarios, and antenna architecture. This is used as a teaching tool for a graduate course on adaptive beamforming algorithms. [ABSTRACT FROM AUTHOR]

The article considers the issue and expediency of organizing interactive training in the process of future translators’ training for intercultural interaction in Ukrainian higher education institutions. The article aims to investigate and define the essence and specifics of interactive technologies in the educational process; to establish the conditions for their use in forming the professional identity and skills in the training of translators as specialists in intercultural communication. The research used content and terminological analysis, comparison, classification, and modelling methods. It has been proven that interactive learning is of crucial significance to the high-quality professional training of translators; it has highlighted its positive impact on preparing future translators for crosscultural communication in their professional activities. The concept, essence, and specifics of interactive technologies in the educational process have been investigated and defined. The criteria for selecting interactive technologies according to the educational conditions have been identified. It has been determined that the peculiarities of the subject, the nature of the study material, the time allocated for studying the material, the general preparedness level of the learners, and the educational institution’s resources should be taken into account. It has been established that most interactive methods are most effective with a small number of participants. Classifications and interactive teaching methods that effectively contribute to the professional competence of future translators have been examined. The conditions for the successful use of interactive methods in forming the professional identity and skills in the training of translators as specialists in intercultural communication have been defined. It has been established that the application of interactive methods will contribute to forming a comprehensive understanding of the future profession among future philologists. The significance of the cultural aspect in translation activities has been outlined, ensuring acquisition of a set of knowledge and skills necessary to enhance the communicative culture of future translators. The article considers four groups depending on the course purpose and the forms of organizing educational activities of those who study: interactive technologies of cooperative learning, technologies of situational modelling, interactive technologies of collective and group learning, and technologies for working out discussion issues. Some of the most common interactive learning methods in the future specialists’ training in higher education institutions, the following were highlighted: dialogic-discussion (dialogue-conversation, dispute, debate), interactive (brainstorming, round table, role-playing game, online seminar-forum), practical (exercises, blitz tournament, creative works), and situational ones (problem situations, situational exercises, cases). Their usage has been analysed in conducting specialized disciplines of philology students. It has been argued that that thanks to the use of interactive methods it is possible to activate cognitive processes, increase the speed of obtaining and processing information; develop the ability to analyse difficult situations and prevent their occurrence, which in the future will form readiness for making important decisions in professional activities. Several advantages of interactive learning have been substantiated, and the effectiveness of interactive methods in improving the level of professional competence of future translators has been proven. Following European educational standards, labour market requirements, and modern realities, the necessity of implementing interactive technologies in translator training for the successful modernisation of the educational process in the domestic higher education system has been demonstrated. It has been concluded that interactive teaching methods have significant advantages compared to traditional teaching methods, primarily in terms of their impact on the professional and personal development of future translators, as well as their understanding of the theory and practice of intercultural interaction.

AbstractThe global pandemic caused by COVID-19 has brought about severe adverse impacts on university campuses worldwide. Some universities have started using virtual reality (VR) technology to design a virtual environment (VE) for effective infection prevention on campuses. VR is an innovative interactive technology in improving various virtual simulation fields. The utilization of VR technology’s computational design and engineering features facilitates seamless implementation of epidemic prevention education. This positively impacts students’ engagement and comprehension levels. The research aims to use VR technology to design a VE for campus epidemic prevention. The immersive interaction can attract the staff/students to explore and learn, bringing convenience to campus epidemic prevention. The novelty of the study is the design of a virtual learning platform for campus epidemic prevention practices. The platform includes several scenes: school gates, classrooms, food courts, and school-based health centers. The study carried out a user testing experiment involving 30 students to assess the effectiveness of epidemic prevention education. The study results show that the virtual tour can enhance the user experience without physical space restrictions. The study further suggests that the virtual learning platform proposed in the study will assist universities in improving campus infection prevention practices. [ABSTRACT FROM AUTHOR]

Background: Pediatric patients are being discharged from hospitals with increasingly complex care needs. Family knowledge of how to care for their child posthospitalization is a quality and safety concern. Research has shown patient satisfaction and retention of educational content can improve using multiple educational modalities. This quality improvement project examined a new approach to preparing families for discharge using an interactive patient care system to deliver education. Method: Five pediatric inpatient units at a large Midwest academic medical center participated in this project, serving patients from infants to young adults. Data on patient satisfaction pre- and post-implementation of the interactive patient care system and the number of videos assigned and viewed post-implementation were examined. Results: Pediatric satisfaction scores for discharge readiness, discharge instruction, and likelihood to recommend improved in the pediatric units, while scores showed normal random variation in the neonatal unit with the implementation of an interactive patient care system. Videos assigned to the pediatric group increased over time as the number of available videos increased. Conclusion: The design and implementation of an interactive patient care system is a complex change process requiring interprofessional collaboration, a robust video library, and clinician adoption of new workflows. Effective implementation strategies can improve patient and family satisfaction with discharge readiness and instructions for home care. [ABSTRACT FROM AUTHOR]

As digital technologies continue to evolve, they offer unprecedented opportunities to transform traditional educational paradigms. Virtual worlds offer a dynamic and immersive platform for fostering sustainability education, bridging the gap between theoretical knowledge and practical application. In these interactive environments, students can engage with complex ecological systems and sustainability challenges in a risk-free setting, allowing for experimentation and exploration that would be impractical or impossible in the real world. This study aims to investigate the application of various types of virtual worlds in educational settings, examine their characteristics and potential, and explore how they foster critical 21st-century skills like critical thinking, creativity, communication, and collaboration. This paper comprehensively explores various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—assessing their impact on educational processes and outcomes. Adventure Worlds, with narrative-driven quests, engage students in exploratory learning within a story context. Simulation Worlds replicate real-world environments, allowing students to practice and hone practical skills in a risk-free setting. Creative Worlds provide open-ended, sandbox-like environments where innovation and imagination are paramount. Role-Playing Worlds facilitate empathy and perspective-taking through character-driven scenarios, while Collaborative Worlds emphasize teamwork and problem-solving in group projects. The narrative review methodology was adopted for the comprehensive analysis and synthesis of the literature to assess the impact and integration of virtual worlds in education, focusing on identifying trends, challenges, and opportunities within this domain. The evaluation methodology used in this study incorporates a mix of the Theory of Inventive Problem Solving (TRIZ), Concept-Knowledge (C-K) theory, Structure-behavior-function (SBF) modeling, the Framework for 21st Century Learning (P21), and Universal Design for Learning (UDL) to evaluate the characteristics and educational potential of different virtual world types. Findings indicate that virtual worlds effectively support critical thinking, creativity, communication, and collaboration skills, presenting a comprehensive analysis of how these environments can support, supplement, or transform traditional educational models. The main outcome of the study is the comprehensive exploration of various types of virtual worlds—Adventure World, Simulation World, Creative World, Role-Playing World, and Collaborative World—in education, demonstrating their significant potential to enhance learning experiences and outcomes through immersive, interactive environments that foster critical thinking, creativity, communication, and collaboration skills. [ABSTRACT FROM AUTHOR]

The article provides for improving the educational system in the conditions of the information education environment in the Republic of Uzbekistan, improving the effectiveness of Independent Education by eliminating certain shortcomings in teaching on the basis of distance education technologies, ending repeatability and parallelism, improving the performance of teachers' functional tasks, organizing international research in the field of assessing the quality of Education. [ABSTRACT FROM AUTHOR]

Abstract Background Cities contribute to and are affected by the climate crisis, determining significant health issues in urban settings. Educational institutions have a privileged position to contribute to achieving the transformations needed for a healthier future, so Urban Health education is fundamental to empowering the health of the youth living in cities. This study aims to measure and raise the awareness of Urban Health among students attending a high school in Rome (Italy). Methods An interactive educational intervention, consisting of four sessions, was conducted in a Roman high school during spring 2022. Overall, 319 students aged between 13 and 18 attended the sessions and were asked to complete a 11-items questionnaire before and another after the interventions. Data was gathered anonymously and analyzed using descriptive and inferential statistics. Results Fifty-eight percent of respondents improved their post-intervention questionnaire score, while 15% did not improve and 27% got worse. The mean score significantly improved after the intervention (p

Most virtual escape rooms are built using Google documents that ask a series of questions; our faculty teamwanted to provide a more interactive experience in a large classroom and created a virtual escape room that mimicked the Next Generation NCLEX testing platform. Each room contained a case study with multiple-choice questions. Seventy-three of 98 possible students completed the escape room survey. All recommended this activity to other students, and 91 percent said they preferred the game format more than the lecture format. Virtual escape rooms are interactive, engaging, and can be used successfully to bridge theory to practice. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to investigate the effect of interactive and non-interactive education on the self-efficacy of COVID-19 patients. This is a randomized clinical trial that was conducted on 80 COVID-19 patients in Zahedan in 2022. The samples were randomly assigned to intervention (interactive) and control (non-interactive) groups (n=40 people per group). The patients of each group received two initial education sessions in the hospital and at the time of discharge. Patients of the intervention group participated in 5 sessions of face-to-face interactive education along with practical education using a video projector by the researcher. The control group only received education ions by ward nurses during discharge and only one educational PDF file was given to them to study. The results showed that the mean and standard deviation of the self-efficacy score of the patients of the two interactive and non-interactive education groups did not differ significantly before the intervention (P = 0.024), but it was significantly higher in the interactive education group than the non-interactive education group (p

Copyright of Sports Science & Health / Sportske Nauke i Zdravlje is the property of Pan-European University Apeiron 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.)

Background: Cities contribute to and are affected by the climate crisis, determining significant health issues in urban settings. Educational institutions have a privileged position to contribute to achieving the transformations needed for a healthier future, so Urban Health education is fundamental to empowering the health of the youth living in cities. This study aims to measure and raise the awareness of Urban Health among students attending a high school in Rome (Italy). Methods: An interactive educational intervention, consisting of four sessions, was conducted in a Roman high school during spring 2022. Overall, 319 students aged between 13 and 18 attended the sessions and were asked to complete a 11-items questionnaire before and another after the interventions. Data was gathered anonymously and analyzed using descriptive and inferential statistics. Results: Fifty-eight percent of respondents improved their post-intervention questionnaire score, while 15% did not improve and 27% got worse. The mean score significantly improved after the intervention (p < 0.001; Cohen's d = 0.39). Conclusions: The results suggest that school-based interventions using interactive approaches on Urban Health could be effective in increasing students' awareness and promoting health especially in urban settings. [ABSTRACT FROM AUTHOR]

The article discusses the technology of formation and application of simulation modeling in the educational process. It is based on the fact that the formation of computer skills is considered an important task when using computers in teaching subjects, developing strategies for finding solutions to both educational and practical problems, and predicting the process of educational problems. The pedagogical experiment was based on the qualimetric method, during which quantitative and qualitative indicators of student learning were determined.

This paper describes a serious game based on a knowledge transfer model using deep reinforcement learning, with an aim to improve the caretakers' knowledge and abilities in post-stroke care. The iTrain game was designed to improve caregiver knowledge and abilities by providing non-traditional training to formal and informal caregivers who deal with stroke survivors. The methodologies utilized professional medical experiences and real-life evidence data gathered during the duration of the iTrain project to create the scenarios for the game's deep reinforcement caregiver behavior improvement model, as well as the design of game mechanics, game images and game characters, and gameplay implementation. Furthermore, the results of the game's direct impact on caregivers (n = 25) and stroke survivors (n = 21) in Lithuania using the Geriatric Depression Scale (GDS) and user experience questionnaire (UEQ) are presented. Both surveys had favorable outcomes, showing the effectiveness of the approach. The GDS scale (score 10) revealed a low number of 28% of individuals depressed, and the UEQ received a very favorable grade of +0.8. [ABSTRACT FROM AUTHOR]

The aim of this study is to investigate the determination of university students' use of mobile technology in an interactive distance education classroom environment. The quantitative research method was used in the research. The research was conducted in the fall semester of 2021-2022. A total of 318 university students continuing their education in Kazakhstan voluntarily participated in the research. In the research, a 4-week online training was given to university students. The 'distance education and mobile technology' measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered and collected by university students via the online method. The analysis of the data was made by using the SPSS programme, frequency analysis, t-test and analysis of variance (ANOVA) test, and the results were added to the research in the form of tables. According to the results obtained from the research, it has been concluded that while university students' level of knowledge in terms of distance education and mobile technologies is high, the situation of university students not using mobile technologies is quite low, but the rate of using them very often is quite high; and it is used by reflecting on the distance education systems in the course. [ABSTRACT FROM AUTHOR]

The article briefly discusses the various interactive methods used in the teaching of "Radiation Medicine and Technology" in higher education. In particular, the interactive methods used in lectures, practical classes, laboratory and independent learning methods are given, and testing of these methods is also discussed. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to assess the effectiveness of an interactive education approach in oral and maxillofacial radiology for dentists, utilizing the online interactive educational program Mentimeter., Method: Seven continuing education sessions for dentists in oral and maxillofacial radiology were conducted employing Mentimeter. Following these sessions, surveys gauged participants' responses to the learning method and its effectiveness. The questionnaire comprised 20 questions categorized into convenience, active learning, academic achievement, time management, and lecture quality., Result: Among about 300 participants, 222 responded to the survey, with 74 (33.3%) having prior experience in similar education. Across categories of active learning, academic achievement, and lecture quality, participants consistently rated the method with an average score exceeding 4 out of 5, indicating a highly positive response. Statistically significant gender differences were observed in 9 out of 20 questions, with female respondents providing more positive evaluations than males. Respondents without prior similar education reported enhanced focus and understanding compared to those with experience. No statistically significant differences were observed in other survey questions., Conclusion: In the realm of continuing education in oral and maxillofacial radiology for dentists, the interactive educational program Mentimeter emerges as an effective tool, fostering positive academic achievements through active learning., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 The Authors. Published by Elsevier Inc. All rights reserved.)

Covid-19 is still a health problem for the past two years. Various prevention strategies have begun to be implemented in Indonesia in fighting the COVID-19 pandemic, namely from Work From Home (WFH), 3M's motto, and vaccination. Immunization coverage in Indonesia is still relatively small, which is below 50% until the second stage of vaccination. Therefore, an effort is needed to increase the coverage of COVID-19 vaccination in the third stage, which is targeting students. Students are the millennial generation who like creativity and get bored easily in learning something. This service activity aims to increase student knowledge about Covid-19 vaccination so as to increase vaccination coverage. The method used in this activity werw interactive education for 59 students from two different universities through zoom and distributing comic strip media related to three materials, including an introduction to the immune system, the covid-19 vaccine in Indonesia, and facts and hoaxes about the Covid-19 vaccine. The increase in knowledge was measured using a googleform questionnaire in the form of post-test and pre-test. The results of the activity was showed an increase in knowledge up to 70.82%. In addition, participants who have not vaccinated were willing to immunize after this activity with a percentage of 80%. The distribution of comic strip media was expected to help students remember the information and transmit it to the surrounding community groups.

Copyright of European Journal of Humanities & Social Sciences is the property of Premier Publishing s.r.o. 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.)

Simple Summary: Sleep problems are faced by many children with cancer, and they can lead to negative physical and psychological outcomes, as well as to a lower quality of life. Educating families on healthy sleep hygiene to reduce sleep problems is important. We explored the use of a social robot to provide sleep hygiene education, as social robots seem to be an innovative and suitable tool for children. We developed an interactive education program during which the robot discussed six sleep hygiene topics with 28 children by asking them questions, followed by providing them information. We used multiple methods and found that the use of a social robot at the outpatient clinic was feasible, that children and parents had mostly positive experiences, and that the sleep hygiene of children was better two weeks after the education regimen. Our work may underline the value of providing education through a social robot. Further research is needed to develop and implement this intervention. Objectives: Children with cancer often experience sleep problems, which are associated with many negative physical and psychological health outcomes, as well as with a lower quality of life. Therefore, interventions are strongly required to improve sleep in this population. We evaluated interactive education with respect to sleep hygiene with a social robot at a pediatric oncology outpatient clinic regarding the feasibility, experiences, and preliminary effectiveness. Methods: Researchers approached children (8 to 12 years old) who were receiving anticancer treatment and who were visiting the outpatient clinic with their parents during the two-week study period. The researchers completed observation forms regarding feasibility, and parents completed the Children's Sleep Hygiene Scale before and two weeks after the educational regimen. The experiences of children and parents were evaluated in semi-structured interviews. We analyzed open answers by labeling each answer with a topic reflecting the content and collapsed these topics into categories. We used descriptive statistics to describe the feasibility and experiences, and a dependent-samples t-test to evaluate the preliminary effectiveness. Results: Twenty-eight families participated (58% response rate) and all interactions with the robot were completed. The children and parents reported that they learned something new (75% and 50%, respectively), that they wanted to learn from the robot more often (83% and 75%, respectively), and that they applied the sleeping tips from the robot afterwards at home (54%). Regarding the preliminary effectiveness, children showed a statistically significant improvement in their sleep hygiene (p = 0.047, d = 0.39). Conclusions: Providing an educational regimen on sleep hygiene in a novel, interactive way by using a social robot at the outpatient clinic seemed feasible, and the children and parents mostly exhibited positive reactions. We found preliminary evidence that the sleep hygiene of children with cancer improved. [ABSTRACT FROM AUTHOR]

Copyright of International Dialogue: East-West is the property of International Center for Slavic Education- Sveti Nikole 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.)

The traditional education system is relying on the one-way transfer of information. Moreover, in past decades' students were taught only the theoretical aspects of education which is not enough at the higher education level Interactive Learning is a pedagogical approach that incorporates social networking and urban computing into course design and delivery. Interactive Learning has evolved out of the hyper-growth in the use of digital technology and virtual communication, particularly by students. The results show that the interactive system of education has a couple of advantages for students and teachers. Firstly, it promotes the use of technology in education and maintains the social and interactive environment in class. Secondly, an interactive session grabs the attention of students because of the strong relationship with the instructor. [ABSTRACT FROM AUTHOR]

Introduction: Due to the high prevalence of diabetes in communities and the various oral health complications of this disease, a need for training the physicians treating diabetic patients is felt. This study aimed to compare the effect of interactive versus non-interactive virtual education on the knowledge and attitudes of physicians about oral health in diabetic patients and to assess their satisfaction from the programs. Materials and Methods: The educational intervention was implemented through the online continuous medical education (CME) site of Tehran University of Medical Sciences. Physicians applying to participate in the CME entered in one of the interactive or the non-interactive groups. After the training, the study questionnaires to assess knowledge (7 questions), attitude (8 questions), and backgrounds (6 questions), and physicians’ satisfaction (12 questions) with the training in this project, was provided to them through the same site. The analyzes were performed by linear regression test in SPSS version 26. Results: Totally 57 physicians, 27 in the interactive and 30 people in the non-interactive group participated. The score of knowledge and attitude were not different between the two groups after the intervention. Physicians’ satisfaction with interactive education was significantly higher. Physicians’ age showed a significant direct association (p

The paper presents a teaching proposal for the Mathematics Education course for university students of Education with a specialisation in Early Childhood Education, in order to motivate pre-service teachers to selfdiscovery and to encourage individual mathematical problem solving. The proposal was pre-tested in practice. Interactive activities were carried out in which pre-service teachers individually solved mathematical problems at thematic stations and had the opportunity to learn by manipulating objects and discovering solutions to problems. The study was conducted using an action research approach. The results of the study are described in four areas of the researcher's activity: preparing the learning environment (organising the research), observing the subjects, communicating with the subjects (interviewing the pre-service teachers) and using the results. [ABSTRACT FROM AUTHOR]

Background: Education by lectures has been standard for 100 years or more. Given the 21st century technology, people can connect with others around the world instantly, electronically. With the pandemic, teaching changed to one-way information transfer with the loss of interpersonal learning experience. SNI® and now SNI Digital™ have been experimenting with different forms of communication to transfer information. Methods: Using an interactive education model, a meeting for neurosurgeons in Baghdad was held for students, residents, and neurosurgeons, the first in Iraq for a number of years because of the disruption from the war there. A national and international faculty participated. Results: This 15th meeting of the series was described by 42 out of 60 participants as "The best conference I have ever attended." That significant response highlights the importance of such meetings and how they can be at the highest level possible and be a recipe for success. Conclusion: The 15th meeting provides a focused analysis of the underlying characteristics leading to its success so that it can be duplicated. [ABSTRACT FROM AUTHOR]

This paper describes a serious game based on a knowledge transfer model using deep reinforcement learning, with an aim to improve the caretakers’ knowledge and abilities in post-stroke care. The iTrain game was designed to improve caregiver knowledge and abilities by providing non-traditional training to formal and informal caregivers who deal with stroke survivors. The methodologies utilized professional medical experiences and real-life evidence data gathered during the duration of the iTrain project to create the scenarios for the game’s deep reinforcement caregiver behavior improvement model, as well as the design of game mechanics, game images and game characters, and gameplay implementation. Furthermore, the results of the game’s direct impact on caregivers (n = 25) and stroke survivors (n = 21) in Lithuania using the Geriatric Depression Scale (GDS) and user experience questionnaire (UEQ) are presented. Both surveys had favorable outcomes, showing the effectiveness of the approach. The GDS scale (score 10) revealed a low number of 28% of individuals depressed, and the UEQ received a very favorable grade of +0.8.

In the present study some ideas related to the development of educational games in the classes of "Computer Modeling" are presented. Attention is paid to some features in the creation of this type of games when using the block environment Scratch. An exemplary realization of an educational game based on the educational content of “Computer Modeling” is considered. [ABSTRACT FROM AUTHOR]

Banten's local food knowledge in Indonesia is still low mastered by school students from elementary to high school level. Banten's local food produced is derived from corn, milkfish, and sugar palm, these three food sources have many benefits and can be processed in various forms of food. Thus, learning media for school students is fun, namely through interactive educational games called JABANREN, and comes from the abbreviation of corn, milkfish and sugar palm. This study aims to find out how to increase BANTEN's local food knowledge after being given GAMES JABANREN media. This GAMES media is designed in advance according to the characteristics of school students and has been tested by experts. The research method uses quasi-experimental, which uses a noneqivalent pretest-post test control group design research design. The instrument used was a multiple choice test. The study population was junior high school students, the sample subjects were selected by cluster random sampling. Data is processed using inferential statistical tests. The results of this study indicate that the administration of JABANREN Educative Games is better at increasing students' local food knowledge in BANTEN Province than those who do not. Thus, it is recommended that this educative GAMES Media be applied in schools as part of strengthening local food knowledge. [ABSTRACT FROM AUTHOR]

Universities are facing the challenge of updating the contents of their current study programs and adopting novel education strategies in order to prepare the next generation of engineers who can adapt to the highly competitive labor market of Industry 4.0. This new industrial era requires skills and competencies in state-of-the-art technologies which are constantly and rapidly evolving. This research presents an alternative approach to the current teaching–learning methodologies, focusing on the use of Virtual Reality (VR) as an educational tool and its contribution towards the upcoming industrial challenges, via what we call interactive education for future engineers (IE). Our IE strategy is supported by interactive simulation using the latest VR technologies, currently being Facebook's Oculus Rift hardware and software. With this approach, we seek to enhance the "know-how" of our students by training them in the practical skills they will need for the technological innovations of the evolving labor market. Our work has been implemented in engineering courses at Tecnologico de Monterrey in Mexico, aligning with the university's educational model "TEC21" which aims to increase the students' self-learning capabilities using interactive teaching and hands-on practical work to develop new abilities and competencies in an expanded variety of domains. So far, our results have shown that the use of IE not only improves the way professors teach, but reinforces skills, competencies, enhances creativity and strongly motivates the students in their daily learning. [ABSTRACT FROM AUTHOR]

The article presents the use of interactive approaches in mathematics education through anaglyph images. The basic functions and characteristics of the various applications through which such images can be created are presented. Examples of the adaptation of anaglyph images in mathematics training are described. [ABSTRACT FROM AUTHOR]

The use of integrated Computer Aided Design/Engineering (CAD/CAE) software capable of analyzing mechanical devices in a single parametric environment is becoming an industrial standard. Potential advantages over traditional enduring multi-software design routines can be outlined into time/cost reduction and easier modeling procedures. To meet industrial requirements, the engineering education is constantly revising the courses programs to include the training of modern advanced virtual prototyping technologies. Within this scenario, the present work describes the CAD/CAE project-based learning (PjBL) activity developed at the University of Genova as a part of course named Design of Automatic Machines, taught at the second level degree in mechanical engineering. The PjBL activity provides a detailed overview of an integrated design environment (i.e. PTC Creo). The students, divided into small work groups, interactively gain experience with the tool via the solution of an industrial design problem, provided by an engineer from industry. The considered case study consists of an automatic pushing device implemented in a commercial machine. Starting from a sub-optimal solution, the students, supervised by the lecturers, solve a series of sequential design steps involving both motion and structural analysis. The paper describes each design phase and summarizes the numerical outputs. At last, the results of the PjBL activity are presented and commented by considering the opinions of all the parties involved. [ABSTRACT FROM AUTHOR]

Objective: Interactive methods are applied in Anatomy theoretical education in addition to face-to-face education (FFE). Interactive methods applied at Atılım University Faculty of Medicine; flipped class (FC), team-based learning (TBL), problem-based learning, case discussion. The student is expected to study according to resources given prior to the application and be prepared for quiz to be held during class time in FC. After quiz, questions are discussed with students and topic is briefly reviewed. Students are provided resources enriched with visuals in advance so they can work in TBL. First, a quiz is administered. Then, they are randomly divided into groups of 10 and questions are discussed with groups, lecturer summarizes topic and case presentation. We aimed to evaluate effectiveness of FC, TBL and FFE models in Anatomy education for students. Methods: Term 2 students of 2023-2024 academic year were included in the study. Three surveys, each consisting of 9 questions, were administered to students about FC, TBL and FFE theoretical lessons, applied in anatomy courses during Neuroscience Committee. In addition, students' anatomy marks in relevant exams was evaluated. Results: The success averages of quizzes held in FC, TBL and FFE is evaluated are 90.72%, 60.38%, 53.4%, respectively. As survey results were examined, it was stated that interactive education was more interesting, effective in terms of making the subjects more memorable for students than FFE. Conclusion: Being restrictive factors in the study, we believe that integration of interactive learning models with FFE in Anatomy education, particular attention to topic selection, would make lessons more effective. [ABSTRACT FROM AUTHOR]

Antecedentes: la radiología es fundamental en la medicina veterinaria para lograr diagnósticos precisos‚ garantizar la seguridad del paciente‚ diseñar tratamientos efectivos y avanzar en la ciencia. Por otro lado‚ la oferta de material veterinario multimedia es limitado. La disponibilidad de recursos educativos interactivos en radiología felina es escasa. Objetivo: desarrollar una herramienta multimedia en radiología felina de acceso libre para estudiantes y profesionales que describa la anatomía visible de la radiografía digital. Métodos: en el estudio en felinos consultantes del Centro Veterinario Cely‚ se utilizó el equipo AJEX 200H para las vistas radiográficas. Se verificó que las radiografías reflejaran una anatomía normal. Posteriormente‚ se identificaron los órganos y estructuras en las radiografías. Con el apoyo de un diseñador multimedia‚ se usó Adobe Photoshop para retocar los contrastes de las radiografías‚ se empleó Adobe Illustrator para delimitar cada trazo en las diferentes partes anatómicas de las imágenes. Finalmente‚ se utilizó Sublime Text 3 para realizar toda la programación multimedia. Resultados: el resultado obtenido es una herramienta multimedia interactiva de libre acceso con una navegabilidad fácil e intuitiva por las regiones anatómicas del gato‚ incluyen el cráneo‚ la columna cervical‚ torácica y lumbosacra‚ el tórax y los miembros torácicos y pélvicos en diversas proyecciones. Cuenta con un interfaz que presenta un listado de imágenes de las diferentes regiones estudiadas. Cada radiografía se presenta con un panel interactivo donde al pasar el cursor se resaltan los accidentes morfológicos y órganos. Link de acceso: https://atlasradiologico.online/onepage Conclusiones: las herramientas gratuitas brindan una oportunidad para el estudio de la anatomía radiográfica felina. La disponibilidad de estas permite acceder a recursos educativos‚ explorar y familiarizarse con la anatomía radiográfica del gato. El desarrollo de esto requiere una sinergia entre profesionales de la salud animal y expertos en ingeniería multimedia para lograr una herramienta que combina la precisión científica con una experiencia de usuario óptima. [ABSTRACT FROM AUTHOR]

Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult‐to‐master concepts. This study introduces an innovative, hands‐on activity for human musculoskeletal system education with the aim of improving students' level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user's body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large‐scale controlled study, using a team‐based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post‐intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F(10,133) = 3.14, P < 0.001), increased time on task (F(1,275) = 5.70, P < 0.01), and a high level of engagement (F(9,273) = 8.28, P < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students. [ABSTRACT FROM AUTHOR]

Hand hygiene for children is crucial to keep them healthy. The purpose of the study was to evaluate the effects of two educational initiatives on "handwashing effectiveness (HWE)." A randomized controlled trial was carried out during April/June 2016, and 96 primary school students were randomly assigned to Group I receiving education with fluorescent gel; Group II receiving interactive education or control group continuing its normal education. Evaluation was made by scoring the fluorescent areas on the hands with photographs. There were significant differences in handwashing scores between preprogram and postprogram for all areas in only Group II (p <.05). HWE increased from 17.9% to 18.4% in Group I, from 15.4% to 37.7% in Group II, and from 35.5% to 35.8% in control group. Only concretization with fluorescent gel is not a sufficiently strong motivator for increasing HWE. New techniques should be integrated into the training programs for children. [ABSTRACT FROM AUTHOR]

A volunteer's perspective or snapshot of a teaching experience within the BASIC DHS programme in Pakistan. The programme aims to improve early identification and nursing management of the unstable patient and provide quality nursing care. [ABSTRACT FROM AUTHOR]