Search Results (1,286)

The application of extended reality (XR) in design education has grown substantially; however, empirical evidence on its educational benefits remains limited. This two-year study examines the impact of incorporating a virtual reality (VR) learning module into undergraduate landscape architecture (LA) construction courses, focusing on brick masonry instruction. A conventional learning sequence—lecture, sketching, CAD, and 3D modeling—was supplemented with an immersive VR experience developed using Unreal Engine 5 and deployed on Meta Quest devices. In Year 1, we piloted a preliminary version of the module with landscape architecture students (n = 15), and data on implementation feasibility and student perception were collected. In Year 2, we refined the learning module and implemented it with a new cohort (n = 16) using standardized VR evaluation metrics, knowledge retention tests, and self-efficacy surveys. The findings suggest that when sequenced after a theoretical introduction, VR serves as a pedagogical bridge between abstract construction principles and physical implementation. Moreover, the VR module enhanced student engagement and self-efficacy by offering experiential learning with immediate feedback. The findings highlight the need for intentional design, institutional support, and the continued development of tactile, collaborative simulations. Full article

Background: A detailed understanding of cardiac anatomy and physiology is crucial in cardiovascular medicine. However, traditional learning methods often fall short in addressing this complexity. Augmented reality (AR) offers a promising tool to enhance comprehension. To assess its potential integration into the Heidelberger Curriculum Medicinale (HeiCuMed), we conducted a needs assessment among medical students and lecturers at Heidelberg University Medical School. Methods: Our survey aimed to evaluate the perceived benefits of AR-based learning compared to conventional methods and to gather expectations regarding an AR course in cardiovascular medicine. Using LimeSurvey, we developed a questionnaire to assess participants’ prior AR experience, preferred learning methods, and interest in a proposed AR-based, 2 × 90-min in-person course. Results: A total of 101 students and 27 lecturers participated. Support for AR in small-group teaching was strong: 96.3% of students and 90.9% of lecturers saw value in a dedicated AR course. Both groups favored its application in anatomy, cardiac surgery, and internal medicine. Students prioritized congenital heart defects, coronary anomalies, and arrhythmias, while lecturers also emphasized invasive valve interventions. Conclusions: There is significant interest in AR-based teaching in cardiovascular education, suggesting its potential to complement and improve traditional methods in medical curricula. Further studies are needed to assess the potential benefits regarding learning outcomes. Full article

Background: Thailand is rapidly transitioning into an aging society, creating an intergenerational caregiving gap that strains existing support systems. Objective: This study evaluated the effectiveness of “Young Care,” a community-based intervention designed to enhance youth knowledge, attitudes, and caregiving practices (KAP) toward older adults. Methods: A two-day structured training was conducted in Maha Sarakham Province in 2023 using a pre-post mixed-methods design. Middle and high school students participated in lectures, multimedia sessions, and experiential learning activities related to caregiving. Quantitative data were collected using validated KAP questionnaires, while qualitative insights were obtained from focus group discussions involving students, older persons, caregivers, and local leaders. Results: Post-intervention analysis revealed significant improvements in knowledge and attitudes (p < 0.001), accompanied by increased empathy, caregiving initiative, and a sense of moral responsibility among participants. Conclusions: The initiative fostered formal partnerships among schools, local governments, healthcare providers, and universities through memoranda of understanding. These collaborations enabled budgetary support and outreach to out-of-school youth, positioning “Young Care” as a scalable, youth-centered strategy to address Thailand’s long-term care challenges. Full article

This study proposes a non-semantic multimodal approach to predict segment access frequency (SAF) in lecture archives. Such archives, widely used as supplementary resources in modern education, often consist of long, unedited recordings that are difficult to navigate and review efficiently. The predicted SAF, an indicator of student viewing behavior, serves as a practical proxy for student engagement. The increasing volume of recorded material renders manual editing and annotation impractical, making the automatic identification of high-SAF segments crucial for improving accessibility and supporting targeted content review. The approach focuses on lecture archives from a real-world blended learning context, characterized by resource constraints such as no specialized hardware and limited student numbers. The model integrates multimodal features from instructor’s actions (via OpenPose and optical flow), audio spectrograms, and slide page progression—a selection of features that makes the approach applicable regardless of lecture language. The model was evaluated on 665 labeled one-minute segments from one such course. Experiments show that the best-performing model achieves a Pearson correlation of 0.5143 in 7-fold cross-validation and 61.05% average accuracy in a downstream three-class classification task. These results demonstrate the system’s capacity to enhance lecture archives by automatically identifying key segments, which aids students in efficient, targeted review and provides instructors with valuable data for pedagogical feedback. Full article

Data analysis and machine learning have become essential cross-disciplinary skills for engineering students and professionals. Traditionally, these topics are taught through lectures or online courses using pre-existing datasets, which limits the opportunity to engage with the full cycle of data analysis and machine learning, including data collection, preparation, and contextualization of the application field. To address this, we designed and implemented a learning activity that involves students in every step of the learning process. This activity includes multiple stages where students conduct experiments to record their own electroencephalographic (EEG) signals and use these signals to learn data analysis and machine learning techniques. The purpose is to actively involve students, making them active participants in their learning process. This activity was implemented in six courses across four engineering careers during the 2023 and 2024 academic years. To validate its effectiveness, we measured improvements in grades and self-reported motivation using the MUSIC model inventory. The results indicate a positive development of competencies and high levels of motivation and appreciation among students for the concepts of data analysis and machine learning. Full article

Healthcare abuse is a critical human rights and public health issue, particularly impacting medical interns and trainees who are vulnerable to mistreatment during their formative professional years. This cross-sectional study, conducted from February to June 2024, evaluated the prevalence and psychological impact of harassment and discrimination among 463 healthcare interns in Saudi Arabia from various specialties, including medicine, nursing, pharmacy, and dentistry. Using a self-administered online questionnaire, we found that mistreatment was widely reported, with female interns experiencing significantly higher rates of sexual harassment and gender-based discrimination. Common perpetrators included residents, lecturers, professors, nurses, and patients, with incidents most frequently occurring in surgical and internal medicine departments. Despite high prevalence, only 9% of interns reported the abuse due to mistrust in reporting systems or failure to recognize the behavior as abuse. These experiences were associated with significant psychological distress, including frustration, reduced motivation to learn, and higher DASS scores, particularly among female interns. The study underscores the need for institutional reforms, including policy development, cultural change, and effective reporting systems to ensure a safe and supportive learning environment for future healthcare professionals. Addressing abuse in medical training is essential for individual well-being and the sustainability and integrity of healthcare systems. Full article

Background: University academics are often the first points of contact for students experiencing mental health problems (MHPs) because of the pre-existing relationship between academics and students. Aim: The aim of this review is to explore the experience of university academics who have supported students with MHPs. Methods: This systematic review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidance. Searches were conducted using six databases and were limited to peer-reviewed studies published in the English language between 2013 and 2023. Results: Thematic analyses identified three major themes: academics’ perceptions of mental health problems among students, the role of academics in supporting students and the academics’ perceived barriers to supporting students. Conclusions: Universities need to acknowledge the vulnerability of students’ mental health and prepare to respond appropriately. Improving the mental health literacy of university academics, and providing clarity about roles and mechanisms to support the mental health of university students will be crucial to achieve this. Full article

In this paper, physics students’ experiences of a flipped, active learning physics class are explored through the lens of transactional distance theory (TDT). Transactional distance (TD) is the psychological and communicative distance that may arise between students and their teacher in learning environments such as large classes. TD has been shown to have a negative impact on students’ satisfaction, engagement, and learning outcomes, yet there is lack of research on how pedagogical approaches, such as the flipped classroom and active learning, may ameliorate the impacts of TD. In this paper, I use a qualitative methodology to gain an in-depth understanding of the ways in which a flipped class can impact the experience of transactional distance for first year physics students. Eleven students took part in semi-structured interviews about their experience of the class, from which three themes were developed: (a) creating connections; (b) stimulating engagement; and (c) supporting responsiveness. These themes are interpreted through the lens of TDT to understand the ways in which the flipped class and active learning pedagogics reduced students’ experience of TD. This gives new insights into students’ experiences of small group discussions, pre-class quizzes, and in-class ‘clicker’ questions. The implications for the pedagogical design of flipped classes will be discussed. Full article

Background/Objectives: This prospective intervention study examined the learning effect of using 3D-printed phantom heads with cleft lip and palate (CLP) and upper jaw models with CLP and maxillary plates during a lecture for dental students in their fourth year at J. W. Goethe Frankfurt University. The primary aim was to evaluate the impact of 3D-printed models on students’ satisfaction levels along with their understanding and knowledge in dental education. Methods: Six life-sized phantom heads with removable mandibles (three with unilateral and three with bilateral CLP) were designed using ZBrush software (Pixologic Inc., Los Angeles, CA, USA) based on MRI images and printed with an Asiga Pro 4K 3D printer (Asiga, Sydney, Australia). Two groups of students (n = 81) participated in this study: the control (CTR) group (n = 39) attended a standard lecture on cleft lip and palate, while the intervention (INT) group (n = 42) participated in a hands-on seminar with the same theoretical content, supplemented by 3D-printed models. Before and after the session, students completed self-assessment questionnaires and a multiple-choice test to evaluate knowledge improvement. Data analysis was conducted using the chi-square test for individual questions and the Wilcoxon rank test for knowledge gain, with the significance level set at 0.05. Results: The study demonstrated a significant knowledge increase in both groups following the lecture (p < 0.001). Similarly, there were significant differences in students’ self-assessments before and after the session (p < 0.001). The knowledge gain in the INT group regarding the anatomical features of unilateral cleft lip and palate was significantly higher compared to that in the CTR group (p < 0.05). Conclusions: The results of this study demonstrate the measurable added value of using 3D-printed models in dental education, particularly in enhancing students’ understanding of the anatomy of cleft lip and palate. Full article

This study presents the findings of an academic extension project focused on promoting oral health and diagnosing oral lesions in institutionalized elderly individuals. The project involved visits by students and faculty to two nursing homes in southern Brazil. Data collection included extraoral and intraoral clinical examinations and educational activities such as lectures and the distribution of printed materials on oral and denture hygiene. According to caregiving staff, oral hygiene, including denture cleaning, was generally performed once daily during morning showers. A total of 118 older adults (68 males and 50 females; mean age 76.1 ± 8.6 years) were examined. Forty-nine used dentures, of whom only 24 (49%) reported satisfaction with their prostheses. In total, 42 oral lesions were identified, mainly angular cheilitis (8), inflammatory fibrous hyperplasia (7), irritation fibroma (7), frictional hyperkeratosis (7), prosthetic stomatitis (5), actinic cheilitis (3), traumatic ulcers (3), and leukoplakia (2). Educational sessions also targeted caregivers, offering practical guidance for improving hygiene practices. The results underscore the need for better oral care and improved access to dental services for institutionalized elderly populations. Academic extension activities play a valuable role in health promotion and in training future professionals in elderly care. Full article

Internet addiction among adolescents has emerged as a significant global health issue, contributing to social isolation, academic difficulties, and emotional disorders, with excessive use of social networks further intensifying these challenges. This study evaluated the effectiveness of an educational intervention grounded in the Theory of Planned Behavior (TPB) in reducing Internet addiction and enhancing academic performance among adolescent girls in southern Iran. A randomized controlled trial was conducted with 370 female students aged 15–16 years, selected through two-stage cluster random sampling and divided equally into intervention and control groups. The intervention group participated in a five-week TPB-based program, incorporating lectures, group discussions, and parent–teacher meetings, while the control group received unrelated health education. Data were collected using the Yang Internet Addiction Test (IAT), a TPB-based questionnaire, and academic performance scores (grade point average, GPA) before and after the intervention. A repeated measures ANOVA revealed significant improvements in attitudes, subjective norms, perceived behavioral control, and intentions to reduce Internet use (p < 0.001). Internet addiction scores significantly declined, and GPA improved in the intervention group compared to the control group (p < 0.001, Cohen’s d = 0.950). The findings support TPB-based interventions as effective tools for reducing Internet addiction and improving academic outcomes among adolescents. This study was registered with the Iranian Registry of Clinical Trials (IRCT20131014015015N18). Full article

This research is situated within the Irish tertiary educational space, between higher education (HE) and further education and training (FET). The higher education organisation in which this research is set is the Literacy Development Centre (LDC)—South-East Technological University (SETU), and the further education organisation is the Longford Westmeath Education Training Board (LWETB). This study focuses on the provision of a 30 Credit NFQ Level 6 qualification entitled Certificate in Adult Literacy Studies. Methods include multiple focus groups to capture the differing accounts of experience. The findings of this research present a unique 360-degree view of experiences of the blended delivery of this curriculum programme. Voices reported here include all stakeholders, specifically the people who logistically manage the programme from both the HE and FE perspectives, the lecturers and their students. The research focuses specifically on the opportunities, the positives, the challenges and the lessons learned for all the research participants involved in delivering this programme within this tertiary space. This article concludes with a discussion of the impact of this type of academic delivery upon the students and other respective organisational stakeholders from both the HE and the FE perspectives. Full article

Friedrich Nietzsche can be an awkward topic for classicists and ancient philosophers, especially since an important part of his heavily critical philosophy begins as a reaction to, and critique of, his contemporary classical scholarship with which he was intimately familiar, being one of the most impressive ‘products’ of its development. Nietzsche was a thinker who in many ways turned the prevalent opinions about Greeks and contemporaries upside down, challenging his predecessors and successors with provocative readings of some of the most cherished philosophies in Western culture. This essay examines Nietzsche’s treatment of sophists—an important group of intellectuals whose reception had suffered greatly under the devastating judgement of Plato and Aristotle. While recent scholarship frequently regards sophists as philosophers, Nietzsche’s contemporaries were generally extremely dismissive of this group and regarded them in negative light as illegitimate thinkers and opponents to their contemporary ‘true’ philosophers (i.e., Socrates, Plato, and Aristotle). This paper traces two different moments in Nietzsche’s philosophical output that exhibit closer engagement with the sophists: the ‘early’ Nietzsche regards sophists as innovators in language and style, the ‘late’ Nietzsche sees them as countercultural revolutionaries. Despite the fact that in both stages, sophists are introduced as champions for ideas that are central to Nietzsche’s own philosophical preoccupations (the development of language, the overthrowing of values), his treatment of this group of intellectuals appears at first sight superficial and surprisingly unenthusiastic. The paper will examine our existing sources on Nietzsche’s treatment of the sophists and will suggest, ultimately, that his engagement with them was probably far more complex and multilayered than has been thus far assumed. Full article

Rising workloads and institutional pressures in higher education threaten lecturers’ mental health, yet few studies explore how university climate and self-efficacy contribute to their positive mental health (PMH). This study employed a cross-sectional survey to investigate the mediating role of lecturers’ self-efficacy in the relationship between university climate and lecturers’ PMH. A total of 357 responses were collected from English major lecturers in Chinese higher education institutions through an online survey with convenience sampling. Data were collected via an online questionnaire using validated scales: the School Climate Inventory (SCI-5) for school climate, the General Self-Efficacy Scale (GSES) for self-efficacy, and the Positive Mental Health Scale (PMH) for mental health. The results indicated that all five dimensions of university climate—Collaboration (β = 0.122, p < 0.05), Student Relations (β = 0.163, p < 0.01), School Resources (β = 0.12, p < 0.05), Decision-Making (β = 0.11, p < 0.05), and Instructional Innovation (β = 0.325, p < 0.001)—positively influenced lecturers’ self-efficacy, with instructional innovation having the most significant impact. Moreover, self-efficacy significantly enhanced lecturers’ PMH (β = 0.27, p < 0.001) and partially mediated the relationship between university climate and lectures’ PMH (VAF = 20–80%). The findings highlighted the importance of fostering an innovative and supportive university climate while enhancing self-efficacy to promote faculty well-being. Future studies can further extend the results of this study through institutional and individual development strategies. Full article

The paper offers a reinterpretation of Wittgenstein’s 1938 lecture on religious belief and challenges a prominent view that it commits Wittgenstein to a form of non-cognitivism and/or that it reflects a lack of understanding of religious practices. It further argues that the lecture is not in tension with Wittgenstein’s later views on the nature of philosophy. Full article