Search Results (1,639)

Background: Posttraumatic growth (PTG) refers to positive psychological change following trauma. While its psychological aspects are well-documented, the biological mechanisms remain unclear. Epigenetic changes, such as DNA methylation (DNAm), may offer insight into PTG’s neurobiological basis. Aims: This study aimed to identify epigenetic markers associated with PTG using an epigenome-wide association study (EWAS), the first of its kind in a trauma-exposed population. Methods: A longitudinal EWAS design was used to assess DNAm before and after trauma exposure in first-year paramedicine students (n = 39). Genome-wide methylation data were analyzed for associations with PTG, applying epigenome-wide and gene-wise statistical thresholds. Pathway enrichment analysis was also conducted. Results: The study identified two CpGs (cg09559117 and cg05351447) within the PCDHA1/PCDHA2 and PDZD genes significantly associated with PTG at the epigenome-wide threshold (p < 9.42 × 10^–8); these were replicated in an independent sample. DNAm in 5 CpGs across known PTSD candidate genes ANK3, DICER1, SKA2, IL12B and TPH1 were significantly associated with PTG after gene-wise Bonferroni correction. Pathway analysis revealed that PTG-associated genes were overrepresented in the Adenosine triphosphate Binding Cassette (ABC) transporters pathway (p = 2.72 × 10⁻⁴). Conclusions: These results identify genes for PTG, improving our understanding of the neurobiological underpinnings of PTG. Full article

We investigated the impact of incorporating quantitative reasoning for deeper sense-making in a Quantum Interactive Learning Tutorial (QuILT) on students’ conceptual performance using a framework emphasizing integration of conceptual and quantitative aspects of quantum optics. In this investigation, we compared two versions of the QuILT that were developed and validated to help students learn various aspects of quantum optics using a Mach Zehnder Interferometer with single photons and polarizers. One version of the QuILT is entirely conceptual while the other version integrates quantitative and conceptual reasoning (hybrid version). Performance on conceptual questions of upper-level undergraduate and graduate students who engaged with the hybrid QuILT was compared with that of those who utilized the conceptual QuILT emphasizing the same concepts. Both versions of the QuILT focus on the same concepts, use a scaffolded approach to learning, and take advantage of research on students’ difficulties in learning these challenging concepts as well as a cognitive task analysis from an expert perspective as a guide. The hybrid and conceptual QuILTs were used in courses for upper-level undergraduates or first-year physics graduate students in several consecutive years at the same university. The same conceptual pre-test and post-test were administered after traditional lecture-based instruction in relevant concepts and after student engaged with the QuILT, respectively. We find that the post-test performance of physics graduate students who utilized the hybrid QuILT on conceptual questions, on average, was better than those who utilized the conceptual QuILT. For undergraduates, the results showed differences for different classes. One possible interpretation of these findings that is consistent with our framework is that integrating conceptual and quantitative aspects of physics in research-based tools and pedagogies should be commensurate with students’ prior knowledge of physics and mathematics involved so that students do not experience cognitive overload while engaging with such learning tools and have appropriate opportunities for metacognition, deeper sense-making, and knowledge organization. In the undergraduate course in which many students did not derive added benefit from the integration of conceptual and quantitative aspects, their pre-test performance suggests that the traditional lecture-based instruction may not have sufficiently provided a “first coat” to help students avoid cognitive overload when engaging with the hybrid QuILT. These findings suggest that different groups of students can benefit from a research-based learning tool that integrates conceptual and quantitative aspects if cognitive overload while learning is prevented either due to students’ high mathematical facility or due to their reasonable conceptual facility before engaging with the learning tool. Full article

Objectives: Histopathological growth patterns (HGPs) of liver metastases have been shown to possess prognostic significance. To date, only 2 studies have evaluated the reproducibility of HGP assessment. The aim of our study was to assess the interobserver reproducibility of HGP classification in liver metastases. Methods: A retrospective, consecutive, single-center cohort study was conducted, including patients who underwent surgical resection for liver metastases at the University of Szeged between 2011 and 2023. A comprehensive database was established, incorporating basic histopathological data for each case. Histological slides were independently reviewed by 2 pathologists, 3 pathology specialist trainees, and 2 medical students with varying levels of experience in gastrointestinal pathology. Interobserver agreement was evaluated using intraclass correlation coefficients (ICC) and Fleiss’ kappa. Results: The study included resection specimens from 205 patients, comprising 336 metastatic lesions, predominantly of gastrointestinal origin (n = 188). Excellent interobserver agreement was observed among specialist trainees (ICC = 0.911) and board-certified pathologists (ICC = 0.984). Overall agreement among all 7 evaluators was good (ICC = 0.822). Conclusions: Our findings demonstrate that HGPs can be reliably assessed by individuals with at least 2 years of experience in general pathology. To our knowledge, this is the first study to include the largest number of board-certified pathologists and pathology specialist trainees in a HGP reproducibility analysis. Additionally, no comprehensive literature review on this topic has been previously conducted. Full article

Research has well documented the far-reaching benefits of providing educational opportunities for individuals who are incarcerated, applicable to the students themselves and society. Given the many benefits, it is encouraging that access to U.S. Pell Grants for incarcerated students was restored in July 2023—the first time in nearly 30 years that need-based federal postsecondary financial aid was available to individuals in U.S. prisons. Although Pell Restoration enables an increasing number of colleges and universities to provide higher-education-in-prison (HEP) programs, this funding guarantees nothing about the quality and rigor of programming. In fact, relatively little is known about the nature, scope, and quality of HEP programs within the United States, and it is both timely and important to deeply examine these topics. The present study is a critical qualitative case study of three college-in-prison programs in the southern United States. To interrogate the nature and quality of the programs, this study explores the experiences and practices of program faculty and directors, drawing from research and scholarship in education and the behavioral sciences to examine two key areas: faculty training and the educational experiences made available to students. Multiple forms of data were collected, and two main findings emerged: (a) faculty training is piecemeal and limited, and (b) the educational experiences made available in the three programs are simultaneously empowering and disempowering. Using Ladson-Billings’s concept of the education debt (including its historical, moral, and economic underpinnings), this study highlights that the three college-in-prison programs—like many HEP programs across the United States—both contribute to and challenge the education debt. Full article

Nowadays, Flutter with the Dart programming language has become widely popular in mobile developments, allowing developers to build multi-platform applications using one codebase. An increasing number of companies are adopting these technologies to create scalable and maintainable mobile applications. Despite this increasing relevance, university curricula often lack structured resources for Flutter/Dart, limiting opportunities for students to learn it in academic environments. To address this gap, we previously developed the Flutter Programming Learning Assistance System (FPLAS), which supports self-learning through interactive problems focused on code comprehension through code-based exercises and visual interfaces. However, it was observed that many students completed the exercises without fully understanding even basic concepts, if they already had some knowledge of object-oriented programming (OOP). As a result, they may not be able to design and implement Flutter/Dart codes independently, highlighting a mismatch between the system’s outcomes and intended learning goals. In this paper, we propose a guided self-study approach of integrating documentation, code, visual output, and exercise in FPLAS. Two existing problem types, namely, Grammar Understanding Problems (GUP) and Element Fill-in-Blank Problems (EFP), are combined together with documentation, code, and output into a new format called Integrated Introductory Problems (INTs). For evaluations, we generated 16 INT instances and conducted two rounds of evaluations. The first round with 23 master students in Okayama University, Japan, showed high correct answer rates but low usability ratings. After revising the documentation and the system design, the second round with 25 fourth-year undergraduate students in the same university demonstrated high usability and consistent performances, which confirms the effectiveness of the proposal. Full article

Objective: This study aimed to evaluate food insecurity and associated factors during and after remote learning among undergraduates at Brazilian public universities. Methods: This is a comparative study of two cross-sectional studies; the first had its data collection from August 2020 to February 2021, and the second from May 2023 to December 2023. The questionnaire contained socio-economic variables, the Brazilian Food Insecurity Scale, the Diet Quality Scale, and the Perceived Stress Scale. Results: In total, 4799 undergraduates of Brazilian public universities responded in the first study, and 2897 responded in the second. Food insecurity was present in 36.5% of the students in 2020/2021 and 35.9% of the students in 2023. In the correspondence analysis, low income, poor health, stress and poor diet were associated with food insecurity in 2020/2021. Low income, reduced income, poor health, stress and diet quality were associated with food insecurity in 2023. Logistic regressions demonstrated that the year of collection, whether during or after remote learning, did not significantly contribute to food insecurity. However, students from low-income families had the highest AOR for food insecurity; no change in income or weight and lower perceptions of stress were associated with a lower AOR for food insecurity. Full article

This study compares immersive VR-based control systems with conventional keyboard-based control to examine the efficacy of VR interfaces for controlling robotic arms in Internet of Things (IoT) education. A 5-DOF robotic arm with MG996R servomotors and controlled by an Arduino microcontroller and Raspberry Pi wireless communication was operated by 31 third-year engineering students in hands-on experiments using both control modalities. To determine student preferences across in-person, online, and hybrid learning contexts, the study applied a mixed-methods approach that combined qualitative evaluation using open-ended questionnaires and quantitative analysis through Likert-scale surveys. First, it should be mentioned that most of the reported papers either use a robotic arm or a VR system in education. However, we are among the first to report a combination of the two. Secondly, in most cases, there are either technical papers or educational quantitative/qualitative research papers on existing technologies reported in the literature. We combine an innovative education context (robotic arm and VR), completed with a quantitative and qualitative study, making it a complete experiment. Lastly, combining qualitative with quantitative research that complement each other is an innovative aspect in itself in this field. Full article

Background: Antimicrobial resistance (AMR) is a critical global health issue. Like other low- and middle-income countries, the misuse of antimicrobial medicine, including widespread self-medication, exacerbates AMR in Bangladesh. Making future generations aware of AMR through educational interventions is an effective tool in combating AMR. This research focuses on understanding the effects of AMR awareness interventions on the knowledge, attitudes, and behaviors of the schoolchildren in the selected district of Bangladesh. Methods: In this study, 241 students of the 12- to 16-year-old age group participated in a two-day program. The programs include four hours of activities, including reading comics and coloring books, presentations, quizzes, and watching an animation about AMR on the first day, followed by an art competition on the second day. To assess changes in knowledge earlier and after the intervention, pre- and post-tests were conducted. Results: This pilot study demonstrates that using age-appropriate interactive educational tools can significantly improve students’ knowledge about AMR, showing a mean difference of 1.28 (p < 0.001). The regulatory step of the Directorate General of Drug Administration, incorporating red identification marks on antibiotic packaging, makes it easier and shows that 93.36% of students could identify antibiotics, which helps them to be aware of these types of medicines. Interventions were equally effective for boys and girls and science and commerce students, and these helped participants recognize the inappropriate practices of antibiotic use in their daily lives. Conclusions: This study identified the importance of incorporating AMR issues into the educational curriculum to address AMR for future generations. Full article

Adolescent school victimization is a socially regulated experience, making it important to consider classroom-level compositional effects beyond individual characteristics. This study investigated the role of classroom characteristics, specifically, classroom socioeconomic status, average academic achievement, sex composition, immigrant density, and class size, in shaping students’ experiences of school victimization. Victimization was analyzed using a doubly latent multilevel modeling approach, which accounts for measurement error at both individual and classroom levels. The analyses drew on the entire Italian 10th grade student population (N = 254,177; M_age = 15.58 years; SD_age = 0.74) and a considerable number of classrooms (N classrooms = 14,278), a sample size rarely available in the social sciences. Results indicated that classroom characteristics played a significant role in victimization, beyond individual-level variables. The most important factors were sex and prior academic achievement: classrooms with a higher proportion of male students experienced greater victimization, whereas higher average achievement was associated with lower victimization. A greater proportion of second-generation immigrant students, but not first-generation students, was also associated with increased victimization. By contrast, classroom socioeconomic status and class size were not significant predictors of victimization. In conclusion, these findings highlight the importance of considering the additional influence of the classroom context for school-based interventions, particularly the composition of classrooms in terms of sex and academic achievement, when addressing student victimization. Full article

Academic dropout in French universities is significant. The lack of study engagement partly explains this phenomenon. Pursuing academic studies requires switching effectively among temporal orientations (past, present, and future). Although the relationships between study engagement and each temporal orientation have been studied, to the best of our knowledge, the association of all temporal profiles (present in all individuals) has not been considered in the relationship with study engagement. This study aimed to address this gap in the literature. In total, 451 French first- and second-year students enrolled in the humanities and social sciences Bachelor’s program completed a questionnaire including scales measuring time perspectives and study engagement. Using latent profile analyse, we obtained five profiles. We considered three of these as problematic profiles, including 40% of the students, and two had no problematic profiles. Among the latter, there is one in which 26% of the students are relatively oriented toward all temporal dimensions, and one balanced profile including 33% of the students. As expected, the balanced time perspective profile presented the highest study engagement scores, unlike past negative profiles, which showed lower scores. We discuss the implications of this new result for student academic success. Full article

Although general growth mindset interventions have been found to improve learning outcomes, relatively little research focused on effects of specific growth mindset interventions. However, domain-specific growth mindset beliefs may be a more accurate predictor of performance within that same domain. The current study investigated the effect of a specific growth mindset intervention designed to enhance self-regulated learning on learners’ adoption of retrieval practice while studying image–name pairs. The impact of this targeted approach was compared to the effects of a broader, general growth mindset intervention, which emphasized the brain’s malleability. Participants were 178 first-year university students, who were randomly assigned to three groups: a general growth mindset group (n = 58), a specific growth mindset group (n = 64), and a control group (n = 56). All groups were informed about the benefits of retrieval practice after the intervention. Our results showed that higher education students can benefit from mindset interventions in terms of their growth mindset beliefs. However, no effects on the use of retrieval practice were found, possibly due to the high difficulty of the learning material. Future research could explore the difficulty of learning materials when investigating the effect of mindset interventions on students’ use retrieval practice during self-regulated learning. Full article

This study examines the effectiveness of the strategic session format in teaching sustainable development within a university ecology course, with a particular focus on fostering student engagement. A pedagogical experiment was conducted with first-year undergraduate students, who were divided into four stakeholder groups—Ecologists, Developers, Residents, and Authorities—to work on the following question: “What should a sustainable city of the future be like?” Team roles were assigned based on a diagnostic survey assessing individual collaboration styles. The online session was structured in two stages, combining small-group discussions and plenary meetings, and was moderated by third-year students. The collaboration was supported by digital tools, including online boards and structured templates. Data collection involved student surveys, discussion transcripts, and moderator observations. The results indicate that students preferred the interactive strategic session format over conventional instruction methods. Participants demonstrated high levels of engagement, an ability to analyze complex sustainability issues, and a willingness to reconcile differing stakeholder perspectives. The findings also revealed areas for improvement, which informed further adjustments to the format. This paper offers a documented example of using the strategic session as an educational tool for sustainable development, aligning with active learning principles. It highlights the format’s potential for interdisciplinary learning and its adaptability through accessible digital platforms. Full article

(1) Background: Physical Education sessions subject students to various physical and physiological demands that teachers must understand to design interventions aimed at improving health and fitness. This study aimed to quantify and compare external and internal load before and after implementing two intervention programs: one based on the Game-Centered Model and another Hybrid Model that combines the Game-Centered Model with the Sport Education Model. (2) Methods: A total of 47 first-year secondary school students participated, divided into two naturally formed groups. Pre- and post-intervention assessments involved 4 vs. 4 matches monitored using WIMU Pro™ inertial measurement units and heart rate monitors to collect kinematic, neuromuscular, and physiological data. The combined use of inertial sensors and heart rate monitors enabled the objective quantification of students’ physical demands. (3) Results: No significant improvements were observed between pre- and post-tests, possibly due to the short duration of the interventions. However, the Hybrid Model generated higher levels of external load, both kinematic and neuromuscular, in the post-test. (4) Conclusions: The Hybrid Model appears more effective in increasing students’ physical engagement. Inertial sensors represent a valid and practical tool for monitoring and adjusting instructional strategies in school-based Physical Education. Full article

The global push toward digital transformation in education presents both opportunities and challenges for achieving sustainability goals. While digital technologies promise enhanced learning experiences and reduced environmental impacts, their implementation often overlooks complex trade-offs between pedagogical effectiveness, resource efficiency, and social equity. This study examines these critical intersections through a comprehensive investigation of geography education in Chinese secondary schools, comparing traditional, fully digital, and hybrid models across diverse urban, suburban, and rural contexts. Through a mixed-methods comparative design involving 262 participants (pilot) and 810 students (main study) and analysis of 17 geography textbooks, we assessed the environmental impacts, learning outcomes, economic viability, and social equity dimensions of each approach. Our findings reveal that thoughtfully designed hybrid models—which strategically combine digital tools for high-impact activities with traditional methods for local engagement—achieve optimal sustainability performance. These hybrid approaches reduced carbon emissions by 72.7% compared to traditional methods while improving learning outcomes and maintaining cost parity over five-year periods. Importantly, hybrid models demonstrated superior adaptability across different socioeconomic contexts, addressing equity concerns that purely digital approaches often exacerbate in resource-limited settings. This research challenges the prevailing technology-first narratives in educational reform, demonstrating that sustainable education transformation requires nuanced, context-sensitive integration strategies rather than wholesale digital transformation. The empirical evidence from this research provides robust support for achieving the United Nations Sustainable Development Goals through educational innovation. The hybrid model’s 73% carbon reduction and simultaneous improvement of learning outcomes by 35% directly support SDG 4 (Quality Education) and SDG 13 (Climate Action). The 78% reduction in paper consumption advances SDG 12 (Responsible Consumption and Production), while successful implementation across urban, suburban, and rural contexts addresses SDG 10 (Reduced Inequalities). These findings demonstrate that sustainable educational transformation can effectively balance technological innovation with environmental stewardship and social equity. Full article

Background: While LLM chatbots are gaining popularity in medical education, their pedagogical impact remains under-evaluated. This study examined the effects of a domain-specific chatbot on performance, perception, and cognitive engagement among medical students. Methods: Twenty first-year medical students completed two academic tasks using either a custom-built educational chatbot (Lenny AI by qVault) or conventional study methods in a randomised, crossover design. Performance was assessed through Single Best Answer (SBA) questions, while post-task surveys (Likert scales) and focus groups were employed to explore user perceptions. Statistical tests compared performance and perception metrics; qualitative data underwent thematic analysis with independent coding (κ = 0.403–0.633). Results: Participants rated the chatbot significantly higher than conventional resources for ease of use, satisfaction, engagement, perceived quality, and clarity (p < 0.05). Lenny AI use was positively correlated with perceived efficiency and confidence, but showed no significant performance gains. Thematic analysis revealed accelerated factual retrieval but limited support for higher-level cognitive reasoning. Students expressed high functional trust but raised concerns about transparency. Conclusions: The custom chatbot improved usability; effects on deeper learning were not detected within the tasks studied. Future designs should support adaptive scaffolding, transparent sourcing, and critical engagement to improve educational value. Full article