Search Results (1,084)

This study presents the validation of the Player Personality and Dynamics Scale (PPDS), designed to identify player profiles in educational gamification contexts with narrative elements. Through a sample of 635 participants, a questionnaire was developed and applied, covering sociodemographic data, lifestyle habits, gaming practices, and a classification system of 40 items on a six-point Likert scale. The results of the factorial analysis confirm a structure of five factors: Toxic Profile, Joker Profile, Tryhard Profile, Aesthetic Profile, and Coacher Profile, with high fit and reliability indices (RMSEA = 0.06; CFI = 0.95; TLI = 0.91). The resulting classification enables the design of personalized gamified experiences that enhance learning and interaction in the classroom, highlighting the importance of understanding players’ motivations to better adapt educational dynamics. Applying this scale fosters meaningful learning through the creation of narratives tailored to students’ individual preferences. Full article

Background/Objectives: The transformation of nursing and midwifery education through digital technologies has gained momentum worldwide, with algorithm-based video instruction and virtual reality (VR) emerging as promising tools for improving clinical learning. This quasi-experimental study explores the impact of an enhanced flipped classroom model on Bulgarian nursing and midwifery students’ self-perceived competence. Methods: A total of 228 participants were divided into a control group receiving traditional instruction (lectures and simulations with manikins) and an experimental group engaged in a digitally enhanced preparatory phase. The latter included pre-class video algorithms, VR, and clinical problem-solving tasks for learning and improving nursing skills. A 25-item self-report questionnaire was administered before and after the intervention to measure perceived competence in injection techniques, hygiene care, midwifery skills, and digital readiness. Results: Statistical analysis using Welch’s t-test revealed significant improvements in the experimental group in all domains (p < 0.001). Qualitative data from focus group interviews further confirmed increased student engagement, motivation, and receptiveness to digital learning tools. Conclusions: The findings highlight the pedagogical value of integrating structured video learning, VR components, and case-based learning within flipped classrooms. The study advocates for the wider adoption of blended learning models to foster clinical confidence and digital competence in healthcare education. The results of the study may be useful for curriculum developers aiming to improve clinical readiness through technology-enhanced learning. Full article

Artificial intelligence (AI)-generated content (AIGC) is an innovative technology that utilizes machine learning, AI models, reward modeling, and natural language processing (NLP) to create diverse digital content such as videos, images, and text. It has the potential to support various human activities with significant implications in teaching and learning, facilitating heuristic teaching for educators. By using AIGC, teachers can create extensive knowledge content and effectively design instructional strategies to guide students, aligning with heuristic teaching. However, incorporating AIGC into heuristic teaching has controversies and concerns, which potentially mislead outcomes. Nevertheless, leveraging AIGC greatly benefits teachers in enhancing heuristic teaching. When integrating AIGC to support heuristic teaching, challenges and risks must be acknowledged and addressed. These challenges include the need for users to possess sufficient knowledge reserves to identify incorrect information and content generated by AIGC, the importance of avoiding excessive reliance on AIGC, ensuring users maintain control over their actions rather than being driven by AIGC, and the necessity of scrutinizing and verifying the accuracy of information and knowledge generated by AIGC to preserve its effectiveness. Full article

This study investigates the evolving pedagogical strategies and professional identity development of two novice college English teachers in China through a semester-long classroom-based inquiry. Drawing on Norris’s Multimodal (Inter)action Analysis (MIA), it analyzes 270 min of video-recorded lessons across three instructional stages, supported by visual transcripts and pitch-intensity spectrograms. The analysis reveals each teacher’s transformation from textbook-reliant instruction to student-centered pedagogy, facilitated by multimodal strategies such as gaze, vocal pitch, gesture, and head movement. These shifts unfold across the following three evolving identity configurations: compliance, experimentation, and dialogic enactment. Rather than following a linear path, identity development is shown as a negotiated process shaped by institutional demands and classroom interactional realities. By foregrounding the multimodal enactment of self in a non-Western educational context, this study offers insights into how novice EFL teachers navigate tensions between traditional discourse norms and reform-driven pedagogical expectations, contributing to broader understandings of identity formation in global higher education. Full article

We need to educate students and the public about addressing natural resource challenges to maintain civilization moving into a sustainable future. Because US mineral and energy resources are found in its continental crust and sedimentary basins, introductory geology students need to be well-informed about US crust and basins. We think that creating effective videos about these topics is the best way to engage students to want to learn more. In preparation for making these videos, we researched what introductory geology students are taught and what they learn about these topics. Student interviews informed us about learned curriculum, and taught curriculum was analyzed using a novel keyword-counting method applied to textbook indices. We found that geophysics is stressed twice as much as geology, radiometric dating, and sedimentary basins. We expected that students would have learned more about geophysics and less about the other topics; however, this was not the case. Students knew more about geology, and less about geophysics, radiometric dating, and sedimentary basins. To make effective videos on these topics, we need to explain the following threshold concepts: seismic refraction to scaffold student understanding of crustal geophysics, as well as radiometric dating and deep time to understand crustal geology and the economic importance of sedimentary basins. Full article

Based on our question, “Are reels/short-videos the real deal in video-based learning?” this study explores the effectiveness of short (around 2 min) video-based learning in engaging medical students from the second large medical Portuguese school. With the increasing integration of digital tools in education, video content has emerged as a dynamic method to enhance learning experiences. This cross-sectional survey was conducted by using anonymous self-administered questionnaires, prepared with reference to previous studies, and distributed to 264 informed students who voluntarily agreed to participate. This sample represented 75.5% of the students attending the classes. The questionnaires included topics related to the 65 short videos about practical classes, as well as the students’ learning preferences. The collected data were analyzed using descriptive and comparative statistics. The students considered that the content and format of the videos were adequate (99.6% and 100%, respectively). Specifically, the videos helped the students to better understand the practical classes, consolidate and retain the practical content, and simplify the study for the exams. Additionally, the videos were praised for their high-quality audiovisual content, being innovative, complete, concise, short and/or adequate, or better than other formats such as printed information. The combination of written and audiovisual support materials for teaching and studying is important and has been shown to improve students’ performance. This pedagogical methodology is well-suited for the current generation of students, aiding not only in study and exam preparation but also in remote learning. Full article

Background/Objectives: Effective teamwork is crucial for minimizing human error in healthcare settings. Medical teams, typically composed of physicians and nurses, supported by auxiliary professionals, achieve better outcomes when they possess strong collaborative competencies. High-quality teamwork is associated with fewer adverse events and complications and lower mortality rates. Based on this background, the objective of this study is to analyze the perception of non-technical skills and immediate learning outcomes in interprofessional simulation settings based on E-CRM items. Methods: A cross-sectional observational study was conducted involving participants from the official postgraduate Medicine and Nursing programs at the Catholic University of Murcia (UCAM) during the 2024–2025 academic year. Four interprofessional E-CRM simulation sessions were planned, involving randomly assigned groups with proportional representation of medical and nursing students. Teams worked consistently throughout the training and participated in clinical scenarios observed via video transmission by their peers. Post-scenario debriefings followed INACSL guidelines and employed the PEARLS method. Results: Findings indicate that 48.3% of participants had no difficulty identifying the team leader, while 51.7% reported minor difficulty. Role assignment posed moderate-to-high difficulty for 24.1% of respondents. Communication, situation awareness, and early help-seeking were generally managed with ease, though mobilizing resources remained a challenge for 27.5% of participants. Conclusions: This study supports the value of interprofessional education in developing essential competencies for handling urgent, emergency, and high-complexity clinical situations. Strengthening interdisciplinary collaboration contributes to safer, more effective patient care. Full article

Background: Stigma associated with tuberculosis (TB) continues to undermine patient well-being, treatment adherence, and public health goals and objectives. This study aims to systematically review the literature to identify and synthesize TB stigma reduction interventions published between 2015 and 2025. Methods: Following the PRISMA guidelines, we conducted a comprehensive literature search across PubMed, Scopus, Science Direct, ProQuest, and Google Scholar. Eligible studies included those with qualitative, quantitative, and mixed-methods designs that focused on interventions related to TB-related stigma. We categorized the studies into three groups: (1) intervention development studies, (2) TB treatment programs with stigma reduction outcomes, (3) stigma-specific interventions. Data extraction and quality appraisal were conducted independently by two reviewers using the Mixed Methods Appraisal Tool (MMAT). Results: A total of 15 studies met the inclusion criteria. Five studies focused on co-developing stigma interventions, which incorporated multi-level and multicomponent strategies targeting internalized, enacted, anticipated, and intersectional stigma. Two studies assessed TB treatment-related interventions (e.g., home-based care, digital adherence tools) with incidental stigma reduction effects. The remaining seven studies implemented stigma-targeted interventions, including educational programs, video-based therapy, peer-led support, and anti-self-stigma toolkits. Interventions addressed stigma across individual, interpersonal, institutional, community, and policy levels. Conclusions: This review highlights the evolution and diversification of TB stigma interventions over the past decade. While earlier interventions emphasized education and support, recent strategies increasingly integrate peer leadership, digital platforms, and socio-ecological frameworks. The findings underscore the need for comprehensive, contextually grounded interventions that reflect the lived experiences of people affected by TB. Full article

Network Music Performance (NMP) refers to network-based remote collaboration when applied to music performances, such as musical education, music production and live music concerts. In NMP, the most important parameter for the Quality of Experience (QoE) of the participants is low end-to-end audio delay. Increasing delays prevent musicians’ synchronization and lead to a suboptimal musical experience. Visual contact between the participants is also crucial for their experience but highly demanding in terms of bandwidth. Since audio compression induces additional coding and decoding delays on the signal path, most NMP systems rely on audio quality reduction when bandwidth is limited to avoid violating the stringent delay limitations of NMP. To assess the delay and quality tolerance limits for NMP and see if they can be satisfied by emerging 5G networks, we asked eleven pairs of musicians to perform musical pieces of their choice in a carefully controlled laboratory environment, which allowed us to set different end-to-end delays or audio sampling rates. To assess the QoE of these NMP sessions, each musician responded to a set of questions after each performance. The analysis of the musicians’ responses revealed that actual musicians in delay-controlled NMP scenarios can synchronize at delays of up to 40 ms, compared to the 25–30 ms reported in rhythmic hand-clapping experiments. Our analysis also shows that audio quality can be considerably reduced by sub-sampling, so as to save bandwidth without significant QoE loss. Finally, we find that musicians rely more on audio and less on video to synchronize during an NMP session. These results indicate that NMP can become feasible in advanced 5G networks. Full article

The present study explores the use of Instagram as an innovative strategy in the teaching–learning process in the context of animal reproduction topics. In the current era, with digital technology and social media transforming how information is accessed and consumed, it is essential for teachers to adapt and harness the potential of these tools for educational purposes. This article delves into the need for teachers to stay updated with current trends and the importance of promoting digital competences among teachers. This research aims to provide insights into the benefits of integrating social media into the educational landscape. Students of Veterinary Science degrees, Master’s degrees in Equine Sport Medicine as well as vocational education and training (VET) were involved in this study. An Instagram account named “UCOREPRO” was created for educational use, and it was openly available to all users. Instagram usage metrics were consistently tracked. A voluntary survey comprising 35 questions was conducted to collect feedback regarding the educational use of smartphone technology, social media habits and the UCOREPRO Instagram account. The integration of Instagram as an educational tool was positively received by veterinary students. Survey data revealed that 92.3% of respondents found the content engaging, with 79.5% reporting improved understanding of the subject and 71.8% acquiring new knowledge. Students suggested improvements such as more frequent posting and inclusion of academic incentives. Concerns about privacy and digital distraction were present but did not outweigh the perceived benefits. The use of short videos and microlearning strategies proved particularly effective in capturing students’ attention. Overall, Instagram was found to be a promising platform to enhance motivation, engagement, and informal learning in veterinary education, provided that thoughtful integration and clear educational objectives are maintained. In general, students expressed positive opinions about the initiative, and suggested some ways in which it could be improved as an educational tool. Full article

This study investigated individuals’ emotional responses to bed bugs and how these were influenced by sex, proximity, and educational intervention. Using a pre-post experimental design, participants (n = 157) completed emotional assessments before and after viewing an educational video about bed bugs. Contrary to our initial hypothesis that only fear and disgust would be observed, participants also exhibited high levels of anxiety and anger. Following the educational intervention, disgust, fear, and anger toward bed bugs increased significantly. Participants experienced greater disgust and fear when imagining encounters with bed bugs in closer proximity, with home infestations giving stronger responses than workplace scenarios. The educational video reduced disgust toward bed bugs in the home but increased fear of them in public spaces, potentially promoting vigilance that could limit bed bug spread. Females reported higher levels of disgust and fear than males across all proximity conditions, supporting evolutionary theories regarding sex-specific disgust sensitivity. The educational video successfully increased participants’ knowledge about bed bugs while simultaneously shifting emotional responses from contamination-based disgust to threat-specific fear. These findings suggest that educational interventions can effectively modify emotional responses to bed bugs, potentially leading to more rational management behaviors by transforming vague anxiety into actionable awareness of specific threats. Full article

Assessment of the placental cord insertion (PCI) is a vital component of antenatal ultrasound examinations. PCI can be complex, particularly in cases of abnormal PCI, and requires proficient sonographer spatial perception. The current literature describes the increasing potential of three-dimensional (3D) modelling to enhance spatial awareness and understanding of complex anatomical structures. This study aimed to evaluate sonographers’ confidence in ultrasound assessment of the PCI and the potential benefit of novel 3D-printed models (3DPMs) of the PCI in ultrasound education. Sonographers employed at a large private medical imaging practice in Western Australia were invited to participate in a face-to-face presentation of two-dimensional (2D) ultrasound images, ultrasound videos, and 3DPMs of normal cord insertion (NCI), marginal cord insertion (MCI), and velamentous cord insertion (VCI). Our objective was to determine the benefit of 3DPMs in improving sonographers’ confidence and ability to spatially visualise the PCI. Thirty-three participants completed questionnaires designed to compare their confidence in assessing the PCI and their ability to spatially visualise the anatomical relationship between the placenta and PCI, before and after the presentation. There was a significant association between a participant’s year of experience and their confidence levels and spatial awareness of the PCI prior to the demonstration. The results showed the 3DPMs increased participant confidence and their spatial awareness of the PCI, with no significant association with years of experience. Additionally, participating sonographers were asked to rate the 3DPMs as an educational device. The 3DPMs were ranked as being a more useful educational tool for spatially visualising the NCI, MCI, and VCI than 2D ultrasound images and videos. Most participants responded favourably when asked whether the 3DPMs would be useful in ultrasound education, with 75.8%, 84.8%, and 97% indicating the models of NCI, MCI, and VCI, respectively, would be extremely useful. Our study has demonstrated a potential role for 3DPMs of the PCI in ultrasound education, supplementing traditional 2D educational resources. Full article

The extensive use of digital media among adolescents has raised concerns about its impact on emotional development and mental health. Understanding the psychological factors behind problematic digital media use is essential for effective prevention. This study examined whether the relationships between emotion regulation (negative and positive), compulsive use, cognitive preoccupation, and negative outcomes linked to digital media are consistent across sex and academic year. We used a cross-sectional design with 2357 adolescents (12–16 years old) from Compulsory Secondary Education. Participants completed validated self-report questionnaires assessing problematic digital media use, and associated consequences in four domains: internet, video games, social networking, and messaging. Four structural equation models (SEMs), each focused on a media type, tested whether these relationships remained stable across sex and academic year. All models showed good fit, and differences between groups were minimal, supporting valid comparisons. Results confirm that emotion regulation difficulties and problematic digital media use are consistently associated with negative outcomes in all adolescents, regardless of sex or academic level. Preventive strategies targeting emotional regulation and digital media behaviors may be broadly applied to reduce emotional and functional problems related to excessive media use. Full article

Advances in technology and changes in the way people entertain themselves have made video games a cultural agent on a par with more traditional games, including language learning. In addition, the use of video games in education is becoming increasingly common and numerous benefits associated with their use have been discovered. The aim of this article is to analyze the search trends in studies dealing with the use of video games in language learning. To this end, a bibliometric analysis was carried out by applying the traditional laws of bibliometrics (Price’s law, Bradford’s law of concentration, Lotka’s law, Zipf’s law and h-index) to documents published in journals indexed in the Core Collection of the Web of Science (WoS). Annual publications between 2009 and 2022 show an exponential growth R2 = 86%. The journals with the most publications are Computer assisted language learning (Taylor & Francis) and Computers and Education (Elsevier). Jie Chi-Yang and Gwo Jen-Hwan were the most cited authors. The United States and Taiwan were the countries with the highest scientific output. The use of video games in language learning has been of particular interest in recent years, with benefits found for students who use them in their classes, although more research is needed to establish criteria and requirements for each video game for its intended purpose. Full article

The rapid growth in large-scale distributed video conferencing, remote education, and real-time broadcasting poses significant challenges to traditional centralized streaming systems, particularly regarding scalability, cost, and reliability under high concurrency. Centralized approaches often encounter bottlenecks, increased bandwidth expenses, and diminished fault tolerance. This paper proposes a novel decentralized real-time broadcasting system employing a peer-to-peer (P2P) chain topology based on IPv6 networking and the Secure Reliable Transport (SRT) protocol. By exploiting the global addressing capability of IPv6, our solution simplifies direct node interconnections, effectively eliminating complexities associated with Network Address Translation (NAT). Furthermore, we introduce an innovative chain-relay transmission method combined with distributed node management strategies, substantially reducing reliance on central servers and minimizing deployment complexity. Leveraging SRT’s low-latency UDP transmission, packet retransmission, congestion control, and AES-128/256 encryption, the proposed system ensures robust security and high video stream quality across wide-area networks. Additionally, a WebSocket-based real-time fault detection algorithm coupled with a rapid fallback self-healing mechanism is developed, enabling millisecond-level fault detection and swift restoration of disrupted links. Extensive performance evaluations using Video Multi-Resolution Fidelity (VMRF) metrics across geographically diverse and heterogeneous environments confirm significant performance gains. Specifically, our approach achieves substantial improvements in latency, video quality stability, and fault tolerance over existing P2P methods, along with over tenfold enhancements in frame rates compared with conventional RTMP-based solutions, thereby demonstrating its efficacy, scalability, and cost-effectiveness for real-time video streaming applications. Full article