Search Results (35)

Learning Analytics Dashboards (LADs) are increasingly deployed to support self-regulated learning on online courses. Yet many existing dashboards lack strong theoretical grounding, contextual alignment, or actionable feedback, and some designs have been shown to inadvertently discourage learners through excessive social comparison or high inference costs. In this study, we designed and evaluated a LAD grounded in the COPES model of self-regulated learning and tailored to a credit-bearing Massive Open Online Course (MOOC) using a data-driven approach. We conducted a randomized controlled trial with 8745 learners, comparing a control group, a dashboard without feedback, and a dashboard with ARCS-framed actionable feedback. The results showed that the dashboard with feedback significantly increased learners’ likelihood of verification (i.e., paying for the certification track), with mixed effects on engagement and no measurable impact on final grades. These findings suggest that dashboards are not uniformly beneficial: while feedback-supported LADs can enhance motivation and persistence, dashboards that lack interpretive support may impose cognitive burdens without improving outcomes. This study contributes to the literature on learning analytics by (1) articulating the design principles for theoretically and contextually grounded LADs and (2) providing experimental evidence on their impact in authentic MOOC settings. Full article

Background: Large language models (LLMs) are increasingly considered in dentistry, yet their accuracy in orthodontic radiology remains uncertain. This study evaluated the performance of ChatGPT-4 on questions aligned with current radiology guidelines. Methods: Fifty short, guideline-anchored questions were authored; thirty were pre-selected a priori for their diagnostic relevance. Using the ChatGPT-4 web interface in March 2025, we obtained 30 answers per item (900 in total) across two user accounts and three times of day, each in a new chat with a standardised prompt. Two blinded experts graded all responses on a 3-point scale (0 = incorrect, 1 = partially correct, 2 = correct); disagreements were adjudicated. The primary outcome was strict accuracy (proportion of answers graded 2). Secondary outcomes were partial-credit performance (mean 0–2 score) and inter-rater agreement using multiple coefficients. Results: Strict accuracy was 34.1% (95% CI 31.0–37.2), with wide item-level variability (0–100%). The mean partial-credit score was 1.09/2.00 (median 1.02; IQR 0.53–1.83). Inter-rater agreement was high (percent agreement: 0.938, with coefficients indicating substantial to almost-perfect reliability). Conclusions: In the conditions of this study, ChatGPT-4 demonstrated limited strict accuracy yet substantial reliability in expert grading when applied to orthodontic radiology questions. These findings underline its potential as a complementary educational and decision-support resource while also highlight its present limitations. Its role should remain supportive and informative, never replacing the critical appraisal and professional judgement of the clinician. Full article

This paper presents an innovative exam-creation and grading system powered by advanced natural language processing and local large language models. The system automatically generates clear, grammatically accurate questions from both short passages and longer documents across different languages, supports multiple formats and difficulty levels, and ensures semantic diversity while minimizing redundancy, thus maximizing the percentage of the material that is covered in the generated exam paper. For grading, it employs a semantic-similarity model to evaluate essays and open-ended responses, awards partial credit, and mitigates bias from phrasing or syntax via named entity recognition. A major advantage of the proposed approach is its ability to run entirely on standard personal computers, without specialized artificial intelligence hardware, promoting privacy and exam security while maintaining low operational and maintenance costs. Moreover, its modular architecture allows the seamless swapping of models with minimal intervention, ensuring adaptability and the easy integration of future improvements. A requirements–compliance evaluation, combined with established performance metrics, was used to review and compare two popular multilingual LLMs and monolingual alternatives, demonstrating the system’s effectiveness and flexibility. The experimental results show that the system achieves a grading accuracy within a 17% normalized error margin compared to that of human experts, with generated questions reaching up to 89.5% semantic similarity to source content. The full exam generation and grading pipeline runs efficiently on consumer-grade hardware, with average inference times under 30 s. Full article

Competency-Based Education (CBE) has been widely studied since the 1970s, yet it remains innovative due to its challenges across disciplines and cultures. Tecnológico de Monterrey, a Mexican private institution, implements CBE through its Tec21 model, which emphasizes challenge-based learning to develop disciplinary and transversal skills. Since its launch in 2019, Tec21 has generated extensive data, offering an opportunity to assess its performance and ensure quality. This study analyzes data from six academic semesters in the School of Engineering and Sciences to address key quality assurance questions. First, we evaluate whether initially enrolling in a generic area before selecting a specific program improves long-term student outcomes. Second, we examine competency development, identifying challenges in achieving certain skills and their links to dropout rates and module difficulty. Third, we explore the relationship between final grades, module credit allocation, and Tec weeks to assess curriculum alignment with academic performance. Using data from over 550,000 evaluations of 4500+ students, our analysis provides robust quality metrics. Findings suggest that students who start in generic areas perform better long term and highlight the complex interplay between competencies, module characteristics, and academic success. These insights deepen the understanding of CBE implementation and offer recommendations to improve educational strategies and quality assurance within competency-based frameworks. Full article

When students use an online eTextbook with content and interactive graded exercises, they often display aspects of two types of behavior: credit-seeking and knowledge-seeking. A student might behave to some degree in either or both ways with given content. In this work, we attempt to detect the degree to which either behavior takes place and investigate relationships with student performance. Our testbed is an eTextbook for teaching Formal Languages, an advanced Computer Science course. This eTextbook uses Programmed Instruction framesets (slideshows with frequent questions interspersed to keep students engaged) to deliver a significant portion of the material. We analyze session interactions to detect credit-seeking incidents in two ways. We start with an unsupervised machine learning model that clusters behavior in work sessions based on sequences of user interactions. Then, we perform a fine-grained analysis where we consider the type of each question presented within the frameset (these can be multi-choice, single-choice, or T/F questions). Our study involves 219 students, 224 framesets, and 15,521 work sessions across three semesters. We find that credit-seeking behavior is correlated with lower learning outcomes for students. We also find that the type of question is a key factor in whether students use credit-seeking behavior. The implications of our research suggest that educational software should be designed to minimize opportunities for credit-seeking behavior and promote genuine engagement with the material. Full article

For many Native American students, the thirty-seven existing tribal colleges improve their access to post-secondary education, especially for those living in reservation communities and surrounding rural areas. They also support tribal nations’ goals of offering accredited degree programs, as well honoring Indigenous knowledge. This is important for students enrolled in STEM courses since Native Americans are under-represented in these fields. In the early 2000s, Chief Dull Knife College (CDKC), the tribal college of the Northern Cheyenne Nation, was supported by National Science Foundation funding in developing a new math program to meet the unique cultural and instructional needs of its students. In this case study of a culturally responsive math program, we hypothesize that students participating in the new developmental math program attempt and earn more credits compared to cohorts participating in previous math programs and take less time on average to reach college-level math. We present information on the math outcomes of the participants in two variations of the math program reforms that have addressed the obstacles to student retention and achievement. The panel data available include students’ demographic characteristics, placement test scores, and math course grades and the credits for all students enrolled from 2006 to 2019. While the number of credits attempted or earned did not differ statistically across the cohorts, the qualitative data further show that the students appreciate the culturally responsive aspects of the program. Ultimately, we have found that these aspects resulted in increased confidence of the students in their academic skills, stronger Native identities and engagement as students, as well as an improved sense of belonging in this higher education environment, all of which were important goals of the developmental math program. Full article

Accurate, scalable forestry insights are critical for implementing carbon credit-based reforestation initiatives and data-driven ecosystem management. However, existing forest quantification methods face significant challenges: hand measurement is labor-intensive, time-consuming, and difficult to trust; satellite imagery is not accurate enough; and airborne LiDAR remains prohibitively expensive at scale. In this work, we introduce ForestSplat: an accurate and scalable reforestation monitoring, reporting, and verification (MRV) system built from consumer-grade drone footage and 3D Gaussian Splatting. To evaluate the performance of our approach, we map and reconstruct a 200-acre mangrove restoration project in the Jobos Bay National Estuarine Research Reserve. ForestSplat produces an average mean absolute error (MAE) of 0.17 m and mean error (ME) of 0.007 m compared to canopy height maps derived from airborne LiDAR scans, using 100× cheaper hardware. We hope that our proposed framework can support the advancement of accurate and scalable forestry modeling with consumer-grade drones and computer vision, facilitating a new gold standard for reforestation MRV. Full article

This entry describes high school science course taking in the United States (U.S.). High school science course taking refers to the selection, enrollment, and completion of science-related coursework during grades nine through twelve. It encompasses both the timing, quantity, and the rigor (or level of challenge) of science courses. Science course taking in high school includes both foundational or core courses like biology, chemistry, physics, and environmental science. Students may also take advanced science courses such as Advanced Placement (AP), (International Baccalaureate (IB), career and technical education (CTE) or applied, and dual credit or dual enrollment science courses. Some advanced courses meet core course requirements (e.g., AP Physics). This entry focuses on core science course taking, and the distinction between core or advanced core is beyond its scope. A discussion of CTE and dual credit or dual enrollment science course taking is also beyond the entry’s scope. The significant variability in core high school science course taking and historic unequal distribution of opportunities highlights the need for ongoing monitoring of factors influencing course taking to promote equity in access and outcomes. This entry presents a brief history of standards and graduation requirements surrounding high school science course taking, then briefly reviews science course pathways classifications and current trends in course enrollment and completion. A review of current trends in the context of historical developments can help the high school science education policy and practice field take stock of some of the factors that influence current patterns. The entry is written with a lens towards broadening participation in science, technology, engineering, and mathematics (STEM) fields and equity. Full article

Background/Objectives: New licensing regulations for dentists in Germany offered the opportunity to modernize the dental curriculum regarding content, methodology and structure. This paper aims to evaluate the newly requested preclinical curriculum “Dental Propaedeutic—Focus on Prevention” by dental students and dental educators and to describe the process of development. Methods: The curriculum was developed according to the Kern cycle and the National Competence-Based Learning Objectives Catalog for Dentistry. Lesson planning was based on Bloom’s taxonomy and the taxonomy of significant learning, according to the principle of constructive alignment. A variety of evidence-based teaching methods were implemented. For evaluation, dental students answered a written questionnaire, graded eight topics and added free text. Dental educators were interviewed. Results: Thirty out of fifty-four dental students’ enrolled in the third semester participated in the survey, giving the highest grades to the learning atmosphere. All dental educators involved in the delivery of the curriculum participated in the interview. Dental students and educators expressed satisfaction with this comprehensive teaching approach of prevention in an early stage of the dental curriculum. Dental educators reflected on the high workload for development but valued the opportunity to participate in an evidence-based development process and to introduce various modern teaching and examination methods. Conclusions: The expenditure of time for the development, performance and examination was high. In order to perform 240 teaching units for eight ECTS credits, 419 h of conceptualization/preparation and 344 h for examination had to be invested. This paper might help to facilitate better understanding of the chances and efforts accompanied by curricular changes. Full article

This study examined the predictive relationships between Grade 12 National Senior Certificate (NSC) Mathematics results (representing students’ academic preparation at the secondary school level), university mathematics credits (indicating students’ progress in mathematics-related university courses), gender, and socioeconomic status (SES, measured by school quintile and family income) on student performance in specific university mathematics courses. The endogenous construct, student performance in university mathematics courses, was assessed using final grades from three courses representing progressive levels of mathematical complexity. Previous research had often evaluated these factors in isolation, leaving gaps in understanding how they collectively influenced academic success in South African higher education. Participants were selected using stratified random sampling to ensure representation across diverse socioeconomic backgrounds and genders. Data collection relied on institutional records for NSC Mathematics results, university mathematics credits, and course grades. SES information was gathered using surveys capturing school quintile and family income data. Structural equation modelling (SEM), specifically the covariance-Based SEM approach, was employed to analyse these variables’ direct and indirect effects on student performance. The analysis was conducted using the lavaan package in R, enabling the simultaneous assessment of multiple variables and offering a comprehensive understanding of their interrelationships. Results indicated that NSC Mathematics results and university mathematics credits were significant predictors of student success. Additionally, gender and SES were found to moderate these relationships, with performance disparities observed. The findings emphasised the need for a multi-dimensional approach to predicting and supporting student success in university mathematics. Recommendations included the implementation of targeted interventions, such as academic assistance programmes and policy initiatives, to ensure that all students have equitable access to resources and opportunities. Full article

The European Higher Education Area (EHEA) university learning framework, structured around the European Credit Transfer and Accumulation System (ECTS), integrates classroom hours with independent, non-classroom workloads outside the university, where students engage in self-directed learning. This study aimed to develop a standardized protocol to monitor and quantify non-presential study hours to identify and adjust anomalous workload values. Over a two-year period, data were gathered from two distinct student groups (local Spanish students and international exchange students) enrolled in the same fourth-year architecture course at the University of Alicante. The data analysis allowed for an exploration of correlations among three key variables: non-presential study hours, final grades, and student satisfaction (self-assessed course perceptions). The results reveal a direct proportional relationship among these variables, whereby an increase in weekly study hours corresponds with both higher final grades and improved student satisfaction with the course. Full article

The natural gas (NG)-powered compressors/engines used in liquified natural gas (LNG) plants are a major source of methane emission. The Allam–Fetvedt cycle (AFC), an oxyfuel, carbon-neutral, high-efficiency power plant, generates pipeline-grade CO₂. This work performed novel process modeling, economic analysis, and greenhouse gas emissions analysis for a heat-integrated, electrified LNG/AFC/air separation unit (ASU) complex (LAA), then compared it to standalone LNG and AFC/ASU plants (baseline) as well as an LNG plant electrified with AFC/ASU without heat integration. The low-grade heat generated from compressors of the LNG plant can enhance the AFC net power output by 7.1%. Utilizing the nitrogens cold energy reduces the compressor power requirement by 1.6%. In the integrated LAA complex, not only are GHG emissions avoided, but the energy efficiencies are also improved for both the LNG plant and the AFC power plant. A cash flow analysis of LAA was performed over a 20-year period with 5%, 7%, and 10% discount rates and three levels of LNG prices. The 45Q CO₂ credit of USD 85/T as stipulated by the recent Inflation Reduction Act (IRA) of 2022 has been incorporated. The results clearly indicate the economic and environmental benefits of the proposed electrification and heat/power integration. Full article

As a push towards alternative and renewable resources for heat and power generation, biomass and thermally treated fuels from biomass may be viable options in the upcoming economic reality. This study the verified mass and energy balance of spruce woody biomass after low temperature pyrolysis between 250 and 550 °C. The results showed that low-temperature pyrolysis can yield high-grade biochar suitable for substitution of fossil fuels. Crucially, the net calorific value of biochar processed at 350 °C substantially exceeded that of brown coal. An economic analysis was carried out on the assumption of the current economic reality in the Czech Republic. It was shown that even if the price of the biochar slightly increased, it would still be beneficial to invest in torrefaction technology over paying carbon credits. Full article

Teacher rating scales are broadly used for psycho-educational assessment in schools. In particular, they play an important role in screening students for social, emotional, and behavioral problems. In order to optimize the efficiency of these measures, it is important to minimize the number of items comprising them while maintaining sound psychometric characteristics. This study examines the measurement efficiency of a teacher rating scale for student social, emotional, and behavioral risk. The goal was to shorten an existing behavior screening tool. A total of 139 classroom teachers and 2566 students from Grades 1–6 (M_age = 8.96 years, SD = 1.61) participated in the study. In sum, 35 items assessing internalizing and externalizing behavior problems were analyzed applying the item response theory (generalized partial credit model). The results show that social, emotional, and behavioral risks can be captured with a total of 12 items. This reduction of almost 66% of the initial item pool would take teachers about 90 s to fill out for one student. Thus, the rating scale can be used by teachers in an efficient yet psychometrically sound manner. Full article

The wild population of Siphonochilus aethiopicus (Zingiberaceae) is being eroded due to several pharmacological benefits and the hidden economy credited to its ethnobotanical uses in Southern Africa. This has called for the adoption of sustainable ways of cultivating the species without compromising its bioactive constituents. In this study, compost tea was brewed and applied at different dosages to potted S. aethiopicus to enhance its growth quality, phytochemical content, and elemental compositions. Treatments comprised 0.25, 0.50, 0.75 and 1.00 ($\frac{v}{v}$) graded concentrations of compost tea, while water and undiluted compost tea were the control treatments. Results showed that dosages of compost tea had no significant effect on chlorophyl content or fresh and dry weights of rhizomes of S. aethiopicus. The longest leaves were recorded in plants irrigated with water only, while the shortest leaves were recorded in plants irrigated by 50% compost tea. A similar trend was observed in leaf width, except that equivalent values were recorded in all compost tea treatments while plants irrigated with undiluted compost tea were tallest. The highest and lowest flavanols were respectively recorded in 0.50 and 0.25 compost tea-treated plant samples, while undiluted compost tea yielded the highest flavonol and phenolic acids. The highest antioxidant contents were produced by the 0.25 compost tea-treated samples in the ABTS (2,2′-azino-bis (3-ethylbenzothiazoline-6-sulfonic acid)), FRAP (Ferric Reducing Antioxidant Power) and ORAC (Oxygen Radical Antioxidant Capacity) assays, while the lowest were observed in plants irrigated with water only, although all compost tea-treated plants had equivalent effects on the ORAC content. The highest N, P, K, and Mn contents were produced in the 0.25-treated samples, while the minerals were least accumulated in samples treated with water only. All treatments had equivalent effects on Ca, Zn, and B yield, whereas the highest and equivalent accumulations of Mg and Na were recorded in the control treatments. Iron (Fe) and Cu were most influenced significantly by water whereas P, Ca and Zn tissue concentration was not significantly influenced by treatments. These results indicate that compost tea can optimize growth, mineral accumulation, phytochemicals, and antioxidants in S. aethiopicus. This approach serves as a greener and sustainable way of conserving overexploited indigenous medicinal plants such as S. aethiopicus to mitigate overexploitation of its wild relatives and preserve its genome from imminent extinction. Full article