Search Results (2,877)

This study investigates Project-Based Learning (PBL) to boost student engagement in a Transport Phenomena course at the Federal University of Mato Grosso do Sul (UFMS). Through a hands-on project involving Floating Treatment Islands (FTIs) for water quality improvement, PBL was hypothesized to enhance student involvement and analytical skills. Students designed and optimized FTIs, experimenting with configurations like root length and plant type. Quantitative outcomes reveal a standard deviation of 1.5 in project scores among top performers (course average > 6), reflecting diverse problem-solving strategies, while a standard deviation of 0.8 near the passing threshold (course average ≈ 6) indicates consistent efforts to improve grades. Additionally, 80% of students rated their experience ≥ 4 on a 5-point scale, signaling high satisfaction, although 40% identified data interpretation as a challenge requiring targeted support. Outcomes were assessed by analyzing score variability, revealing higher standard deviations among top performers, indicating diverse problem-solving approaches, while lower deviations near the passing threshold suggested uniform efforts to improve grades. Despite general satisfaction, some students faced data interpretation challenges, highlighting areas for instructional refinement. The results affirm PBL’s effectiveness in fostering engagement and practical skills but suggest that adaptive teaching methods are essential to support comprehension and maintain engagement across different performance levels. Full article

Due to the restrictions associated with the actual deployment time, the flight performance of traditional aerostat systems in the climbing process needs to be improved to reduce the climbing time and the horizontal movement. This paper presents a scheme comprising a dual-balloon system, including an assisting system and a station-keeping system. In this study, a thermal and dynamic model for an aerostat system in the climbing course was established. To verify the theoretical model, flight experiments including traditional and improved aerostat systems were conducted. The performance of the improved aerostat system was compared with that of the traditional aerostat system. In addition, in this paper, the effects of helium mass in the tow balloon and payload mass on the climbing performance and equilibrium height of the improved aerostat system are discussed in detail. The results demonstrate that larger tow balloon volume does not guarantee better performance. With a fixed payload mass, equilibrium height initially rises sharply with helium mass but soon plateaus. Compared to traditional zero-pressure balloons, the dual-balloon system cuts ascent time by two-thirds. The proposed conceptual design and theoretical model could be a pathway towards achieving rapid deployment in high-altitude dual-balloon systems. Full article

The integration of technology in the classroom should be based on low-cost devices and affordable solutions, allowing educators to fully explore their potential benefits. Product design education is undergoing a profound transformation in response to these changes. The aim of this study is to demonstrate the integration of low-cost eye-tracking (ET) technology within a product design process. This research presents a practical case involving a group of design students who incorporated an ET device, as well as an alternative tracking method (AT) that simulates eye movement, to develop a product following a custom design methodology. The impact of both the methodology and the low-cost technology was evaluated through surveys administered to forty-seven students. The evaluation focused primarily on “utility, novelty, and relevance” as key aspects. The results showed consistently high approval ratings for both technologies. However, ET received significantly higher and more favorable evaluations. A detailed analysis of the evaluated elements indicated a strong preference for ET in terms of utility, novelty, and relevance. Furthermore, a correlational analysis revealed that students associated the integration of low-cost technology with usefulness and a positive experience. The findings of this case study highlight that low-cost devices and innovative methodologies are effective tools for enhancing teaching and learning experiences for students, educators, and researchers. Full article

This study investigates the integration of LTspice simulations and structured reflective practices within a project-based learning (PBL) framework in a Microelectronic Circuits course. The course was designed to improve students’ conceptual understanding, problem-solving abilities, and engagement by embedding simulation-based assignments and guided reflections within a final design project. A qualitative case study was conducted with 49 third-year undergraduate electrical engineering students. The data sources included structured reflection submissions, researcher observations, and evaluations of project presentations. Thematic analysis identified five recurring themes: linking theory to practice, iterative problem-solving strategies, metacognitive awareness, peer engagement, and reflections on integration challenges and benefits. The results indicate that the LTspice simulations enabled the students to visualize circuit behavior, experiment with design parameters, and observe the effects of design trade-offs. The integration of structured reflection prompted deeper learning by helping the students recognize misconceptions, articulate troubleshooting strategies, and build confidence in circuit analysis. Although some students initially struggled with the complexity of the simulation software, the iterative and collaborative nature of the PBL process increased their motivation and promoted meaningful engagement. This study contributes to the growing body of research on active learning in engineering education and offers practical recommendations for implementing simulation-based learning environments that promote critical thinking, metacognition, and technical competence. Full article

Background: Anxiety and stress are common mental health issues that affect both psychological and physiological well-being as well as quality of life. The Tibetan Singing Bowl, which combines sound and vibration, is often used in meditation and relaxation and may offer therapeutic benefits. However, current research findings are scattered and lack systematic integration and quantitative validation. Methods: This study is a systematic review that included 14 quantitative studies from the past 16 years investigating the effects of Tibetan Singing Bowl interventions on adult psychological and physiological health. Data were sourced from six major databases and supplemented through citation tracking. Inclusion criteria were adults aged 18 and over, with interventions primarily involving Tibetan Singing Bowls, and reporting quantitative outcomes related to psychological indicators (e.g., anxiety and depressive symptoms) and physiological indicators (e.g., Heart Rate Variability and brainwave activity). Study quality was assessed using Joanna Briggs Institute (JBI) criteria, and findings were synthesized narratively to identify patterns and trends. Results: Study populations included general adults, individuals with emotional distress, and patients with cancer or chronic illnesses. Interventions ranged from single sessions to multiple courses, with some incorporating breathing or other practices. Most studies reported significant reductions in anxiety and depressive symptoms, improvements in well-being and quality of life, increases in Heart Rate Variability, and decreases in heart rate. Some studies also found increased Delta and Theta brainwave activity. Due to heterogeneity in study design and limited articles, no meta-analysis was conducted. Conclusions: Tibetan Singing Bowl interventions demonstrate potential for stress reduction and psychological well-being, offering a non-invasive, low-risk, and widely accepted complementary method supporting therapeutic processes, which can be suitable for clinical and community settings. Future research should focus on rigorously designed controlled trials and consider follow-up assessments to more accurately evaluate the effectiveness of TSB interventions. Full article

Eurocentric portrayals of Africa remain entrenched in European educational systems, perpetuating stereotypes of poverty, primitiveness, and exoticism. This study investigates how such representations are mirrored in German students’ mental conceptions and how they are interpreted by future educators. Using an interpretivist qualitative design, the study analyzes open-ended responses from 41 Grade 5 and 7 pupils at a lower secondary school in Münster, Germany, and written reflections from 17 teacher trainees enrolled in a master’s course in geography education. Thematic analysis reveals five dominant pupil schemas: poverty and deprivation, environmental determinism, racialization and othering, infrastructural deficit, and the wildlife-tourism gaze, rooted in media, textbooks, teachers, and social networks. Teacher trainees’ reflections ranged from emotional discomfort to critical awareness, with many advocating pedagogical pluralism, the normalization of African modernity, and the cultivation of critical consciousness. However, most proposals remained reformist, lacking a deep epistemological critique. The findings highlight the urgency of integrating decolonial theory, postcolonial critique, and epistemic justice into teacher education. Without such structural reorientation, schools will risk reproducing the very global hierarchies they purport to challenge. Full article

This study aims to explore the values of character education in the Chinese animated film Three Monks. This film serves as a teaching tool, not only imparting animation principles to university students majoring in animation but also showcasing Chinese cultural philosophy and educational values in implicit, exaggerated, and humorous action design. We employed a descriptive qualitative method. A total of 73 college students majoring in animation watched the film without any prior explanation of animation principles and moral education and then listened to detailed explanations of the character education and animation principles integrated into the film. Through repeated viewing, analysis, and summarization of the storyline, character behaviors, and action design in Three Monks, the values of character education, such as religion, kindness, diligence, independence, responsibility, tolerance, self-reflection, unity and cooperation, and courage to innovate, were embodied. These values are manifested through the film’s storyline, conflicts, character actions, animated performances, and background music. We compared the students’ pre- and post-viewing attitudes based on their discussions, reflections, and course evaluations. The results revealed that conveying moral values through animated films internalized and transmitted character education among university students, shaping cultural identity and social norms. This approach enhanced students’ learning engagement and improved their learning efficiency. Full article

In the realm of educational assessment, the integration of artificial intelligence (AI) offers a promising pathway for the development of robust evaluations. This study explores the application of AI chatbots in crafting and validating examinations tailored to road geometric design, while adhering to the principles of Bloom’s Taxonomy. Utilizing Gemini AI Studio, three distinct exam versions were generated, covering eight crucial topics within road geometric design. A panel of expert chatbots, including Chat GPT 3.5, Claude 3, Sonet, Copilot, Perplexity, and You, assessed the validity of the exam content. These chatbots achieved scores of 9.17 or higher, establishing their proficiency as experts. Subsequent evaluations focused on relevance and wording, revealing high scores for both metrics, indicating the adequacy of the assessment tools. The two remaining versions were administered to student groups enrolled in the Road Construction II course at the Universidad Técnica Particular de Loja. Only 1.2% of students reached Bloom’s Taxonomy level 3, with many questions deemed easy, leading to varying trends in cognitive levels. Comparative analysis of student scores revealed significant discrepancies between a previous “classic” exam. While AI shows potential in crafting valid assessments aligned with Bloom’s Taxonomy, greater human involvement is necessary to ensure high-quality instrument generation. Full article

This study addresses the shortcomings of traditional exercise volume assessment methods in dynamic modeling and individual adaptation by proposing a multi-modal data fusion framework based on a spatio-temporal attention-enhanced LSTM neural network for personalized exercise volume optimization in college basketball courses. By integrating physiological signals (heart rate), kinematic parameters (triaxial acceleration, step count), and environmental data collected from smart wearable devices, we constructed a dynamic weighted fusion mechanism and a personalized correction engine, establishing an evaluation model incorporating BMI correction factors and fitness-level compensation. Experimental data from 100 collegiate basketball trainees (60 males, 40 females; BMI 17.5–28.7) wearing Polar H10 and Xsens MVN devices were analyzed through an 8-week longitudinal study design. The framework integrates physiological monitoring (HR, HRV), kinematic analysis (3D acceleration at 100 Hz), and environmental sensing (SHT35 sensor). Experimental results demonstrate the following: (1) the LSTM-attention model achieves 85.3% accuracy in exercise intensity classification, outperforming traditional methods by 13.2%, with its spatio-temporal attention mechanism effectively capturing high-dynamic movement features such as basketball sudden stops and directional changes; (2) multi-modal data fusion reduces assessment errors by 15.2%, confirming the complementary value of heart rate and acceleration data; (3) the personalized correction mechanism significantly improves evaluation precision for overweight students (error reduction of 13.6%) and beginners (recognition rate increase of 18.5%). System implementation enhances exercise goal completion rates by 10.3% and increases moderate-to-vigorous training duration by 14.7%, providing a closed-loop “assessment-correction-feedback” solution for intelligent sports education. The research contributes methodological innovations in personalized modeling for exercise science and multi-modal time-series data processing. Full article

Background and Objectives: Patent ductus arteriosus (PDA) is one of the most common cardiovascular conditions affecting preterm infants, with incidence rates reaching 60% in neonates born before 28 weeks gestation. Traditional clinical assessment alone often proves inadequate for accurate diagnosis, potentially leading to both overtreatment and undertreatment. Targeted neonatal echocardiography (TnECHO) has emerged as a powerful bedside tool that enables neonatologists to perform focused cardiac evaluations, providing real-time assessment of ductal significance and systemic hemodynamics. This systematic review aimed to comprehensively evaluate the clinical utility of TnECHO in the management of PDA in preterm infants, with specific focus on its diagnostic accuracy, impact on treatment decisions, and influence on clinical outcomes. Materials and Methods: Following PRISMA guidelines, we conducted a systematic search of PubMed, Web of Science, and Scopus from inception (earliest available date of each database) through February 2025. The search strategy combined terms for “Targeted Neonatal Echocardiography” and “Patent Ductus Arteriosus.” We included observational studies and randomized controlled trials (RCTs) evaluating TnECHO in PDA management, while excluding reviews and case reports. Data extraction focused on study design, population characteristics, TnECHO protocols, and clinical outcomes. Results: From 173 initial records, 11 studies met inclusion criteria. Eight studies were rated as high-quality (NOS score ≥ 7). TnECHO implementation was associated with a 49% reduction in PDA ligation rates and decreased need for multiple treatment courses. Studies demonstrated improved diagnostic precision in assessing shunt significance and myocardial function, leading to more tailored therapeutic approaches. The establishment of dedicated TnECHO services enhanced interdisciplinary collaboration between neonatologists and cardiologists. However, limitations included operator dependence, variable institutional protocols, and occasional missed minor cardiac anomalies. Conclusions: TnECHO represents a transformative approach to PDA management in preterm infants, enabling physiology-guided decision-making that reduces unnecessary interventions while maintaining patient safety. Current evidence supports its role in improving diagnostic accuracy and optimizing treatment timing. Future research should prioritize multicenter RCTs to establish standardized protocols and evaluate long-term neurodevelopmental outcomes. The integration of TnECHO into routine neonatal practice requires investment in training programs and quality assurance measures to maximize its clinical potential. Full article

As an introductory core course in computer science and related fields, “Fundamentals of Programming” has always faced many challenges in stimulating students’ interest in learning and cultivating their practical coding abilities. The traditional teaching model often fails to effectively connect theoretical knowledge with practical applications, resulting in a low retention rate of students’ learning and a weak ability to solve practical problems. Digital twin (DT) technology offers a novel approach to addressing these challenges by creating dynamic, virtual replicas of physical systems with real-time, interactive capabilities. This study explores DT integration in programming teaching and its impact on learning engagement (behavioral, cognitive, emotional) and skill acquisition (syntax, algorithm design, debugging). A quasi-experimental design was employed to study 135 first-year undergraduate students, divided into an experimental group (n = 90) using a DT-based learning environment and a control group (n = 45) receiving traditional instruction. Quantitative data analysis was conducted on participation surveys, planning evaluations, and qualitative feedback. The results showed that, compared with the control group, the DT group exhibited a higher level of sustained participation (p < 0.01) and achieved better results in actual coding tasks (p < 0.05). Students with limited coding experience showed the most significant progress in algorithmic thinking. The findings highlight that digital twin technology significantly enhances engagement and skill acquisition in introductory programming, particularly benefiting novice learners through immersive, theory-aligned experiences. This study establishes a new paradigm for introductory programming education by addressing two critical gaps in digital twin applications: (1) differential effects on students with varying prior knowledge (engagement/skill acquisition) and (2) pedagogical mechanisms in conceptual visualization and authentic context creation. Full article

Active learning strategies and methodologies place the students at the core of the learning process. The objective is to engage students in their own learning through significant activities that involve active participation. These activities are designed to promote collaboration, reflection, and practical application of the knowledge acquired to develop cognitive, social, and emotional competences. These methodologies are of particular interest in STEM disciplines and vocational education, where practice is a key element in the assimilation of theoretical concepts. In this line, a case study is presented where active methodologies have been applied to two groups of Vocational Education and Training in the area of Computer Science to improve interest and commitment. The present study focuses on two groups of first-year students enrolled in the Web Application Design course, one in the Programming subject and the other in the Markup Language subject. Both groups are heterogeneous, composed of young adults with significantly different backgrounds, skills, and motivation. The teaching–learning process is based on active methodologies, such as Project-Based Learning, Design Thinking, Flipped Classroom, or gamification, which are adapted for different subjects in the field of Computer Science. These methodologies facilitate the experimental design and testing of diverse solutions for programming problems, thereby enhancing students’ motivation and interest, while promoting creativity and reflection. The results show an improvement in the interest and commitment of the students in both groups. Despite the fact that less than 50% of students successfully passed in the initial examination, more than 75% students passed after the second-chance examination. The findings have consistently suggested that the implementation of active methodologies leads to significant enhancements in the proficiency, development, motivation, and self-learning capabilities of students, and that these methodologies make students more aware of their learning process. Full article

African swine fever (ASF) needs to be controlled, and prevention of the spread of African swine fever virus (ASFV) is dependent on enhanced surveillance and early disease detection. Commercial swine operations, especially in North America, Europe, and Asia, are characterized by comparatively large numbers of pigs, and sampling individual pigs, which represents the main strategy for current ASF surveillance, can be both costly and labor intensive. A study performed in Ghana was designed to estimate the diagnostic sensitivity of pen-based aggregate oral fluid testing for ASFV in infected pigs in a pen of 30 animals and to evaluate its utility as a tool to support surveillance of ASF in the US. This study was performed in three phases: (i) virus (Ghana ASFV24) amplification in a target host species to generate the challenge inoculum; (ii) titration of the inoculum (10% spleen homogenate) in target host species to determine the minimum dose inducing acute ASF in pigs with survival up to 5–6 days post-inoculation (dpi); and (iii) the main study, involving 186 pigs, consisting of 6 replicates of 30 pigs per pen and one seeder pig inoculated with wildtype ASFV (highly virulent genotype II) per pen. Daily sampling of aggregate oral fluids, uncoagulated blood, oropharyngeal swabs, fecal and water nipple swabs, and recording of rectal temperatures and clinical observations was carried out. The seeder pigs were each inoculated intramuscularly with 0.5 mL of the 10% spleen homogenate, which induced the desired clinical course of ASF in the pigs, with survival of up to 6 dpi. ASFV DNA was detected in the seeder pigs as early as 1 dpi and 2 dpi in the blood and oropharyngeal swabs, respectively. Transmission of ASFV from the seeder pigs to the contact pig population was detected via positive amplification of ASFV DNA in aggregate oral fluid samples at 3 days post-contact (dpc) in 4 out of 6 pens, and in all 6 pens, at 4 dpc. Testing of oropharyngeal swabs and blood samples from individual pigs revealed a variable number of ASFV-positive pigs between 3 and 5 dpc, with detection of 100% positivity between 6 and 18 dpc, the study endpoint. These findings demonstrate the potential utility of aggregate oral fluid sampling for sensitive and early detection of ASFV incursion into naïve swine herds. It also demonstrates that testing of environmental samples from the premises could further enhance overall ASF early detection and surveillance strategies. Full article

For the precise description of gas physical processes in high-voltage direct current (HVDC) transmission, an advanced and robust numerical framework for the simulation of transient particle densities in the course of corona discharges is developed in this work. The aim is the scalable and consistent modeling of the space charge density under realistic conditions. The core component of the framework is a discontinuous Galerkin method that ensures the conservative properties of the underlying hyperbolic problem. The space charge density at the electrode surface is imposed as a dynamic boundary condition via Lagrange multipliers. To increase the numerical stability and convergence rate, a homotopy approach is also integrated. For the experimental validation, a measurement concept was realised that uses a subtraction method to specifically remove the displacement current component in the signal and thus enables an isolated recording of the transient ion current with superimposed voltage stresses. The experimental results on a small scale agree with the numerical predictions and prove the quality of the model. On this basis, the framework is transferred to hybrid HVDC overhead line systems with a bipolar design. In the event of a fault, significant transient space charge densities can be seen there, especially when superimposed with new types of voltage waveforms. The framework thus provides a reliable contribution to insulation coordination in complex HVDC systems and enables the realistic analysis of electrohydrodynamic coupling effects on an industrial scale. Full article

Background/Objectives: Health education plays a vital role in training health professionals and caregivers, supporting both prevention and the promotion of self-care. In this context, technology serves as a valuable ally by enabling continuous and flexible learning. Among the various domains of health education, nutrition stands out as a key element in the management of Amyotrophic Lateral Sclerosis (ALS), helping to prevent malnutrition and enhance patient well-being. Accordingly, this study aimed to evaluate the effectiveness of the teaching and learning processes within a learning pathway focused on food and nutrition in the context of ALS. Methods: This study adopted a longitudinal, quantitative design. The learning pathway, titled “Food and Nutrition in ALS,” consisted of four self-paced and self-instructional Massive Open Online Courses (MOOCs), offered through the Virtual Learning Environment of the Brazilian Health System (AVASUS). Participants included health professionals, caregivers, and patients from all five regions of Brazil. Participants had the autonomy to complete the courses in any order, with no prerequisites for enrollment. Results: Out of 14,263 participants enrolled nationwide, 182 were included in this study after signing the Informed Consent Form. Of these, 142 (78%) completed at least one course and participated in the educational intervention. A significant increase in knowledge was observed, with mean pre-test scores rising from 7.3 (SD = 1.8) to 9.6 (SD = 0.9) on the post-test across all courses (p < 0.001). Conclusions: The self-instructional, technology-mediated continuing education model proved effective in improving participants’ knowledge about nutrition in ALS. Future studies should explore knowledge retention, behavior change, and the impact of such interventions on clinical outcomes, especially in multidisciplinary care settings. Full article