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Keywords = modularized educational program

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18 pages, 3072 KB  
Article
Enhancing Robotics Education Through XR Simulation: Insights from the X-RAPT Training Framework
by David Mulero-Pérez, Beatriz Zambrano-Serrano, Enrique Ruiz Zúñiga, Michael Fernandez-Vega and Jose Garcia-Rodriguez
Appl. Sci. 2025, 15(18), 10020; https://doi.org/10.3390/app151810020 - 13 Sep 2025
Cited by 1 | Viewed by 729
Abstract
Extended reality (XR) technologies are gaining traction in technical education due to their potential for creating immersive and interactive training environments. This study presents the development and empirical evaluation of X-RAPT, a collaborative VR-based platform designed to train students in industrial robotics programming. [...] Read more.
Extended reality (XR) technologies are gaining traction in technical education due to their potential for creating immersive and interactive training environments. This study presents the development and empirical evaluation of X-RAPT, a collaborative VR-based platform designed to train students in industrial robotics programming. The system enables multi-user interaction, cross-platform compatibility (VR and PC), and real-time data logging through a modular simulation framework. A pilot evaluation was conducted in a vocational training institute with 15 students performing progressively complex tasks in alternating roles using both VR and PC interfaces. Performance metrics were captured automatically from system logs, while post-task questionnaires assessed usability, comfort, and interaction quality. The findings indicate high user engagement and a distinct learning curve, evidenced by progressively shorter task completion times across levels of increasing complexity. Role-based differences were observed, with main users showing greater interaction frequency but both roles contributing meaningfully. Although hardware demands and institutional constraints limited the scale of the pilot, the findings support the platform’s potential for enhancing robotics education. Full article
(This article belongs to the Special Issue Enhancing User Experience in Automation and Control Systems)
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19 pages, 1880 KB  
Article
Development and Piloting of Co.Ge.: A Web-Based Digital Platform for Generative and Clinical Cognitive Assessment
by Angela Muscettola, Martino Belvederi Murri, Michele Specchia, Giovanni Antonio De Bellis, Chiara Montemitro, Federica Sancassiani, Alessandra Perra, Barbara Zaccagnino, Anna Francesca Olivetti, Guido Sciavicco, Rosangela Caruso, Luigi Grassi and Maria Giulia Nanni
J. Pers. Med. 2025, 15(9), 423; https://doi.org/10.3390/jpm15090423 - 3 Sep 2025
Cited by 1 | Viewed by 577
Abstract
Background/Objectives: This study presents Co.Ge. a Cognitive Generative digital platform for cognitive testing. We describe its architecture and report a pilot study. Methods: Co.Ge. is modular and web-based (Laravel-PHP, MySQL). It can be used to administer a variety of validated cognitive [...] Read more.
Background/Objectives: This study presents Co.Ge. a Cognitive Generative digital platform for cognitive testing. We describe its architecture and report a pilot study. Methods: Co.Ge. is modular and web-based (Laravel-PHP, MySQL). It can be used to administer a variety of validated cognitive tests, facilitating administration and scoring while capturing Reaction Times (RTs), trial-level responses, audio, and other data. Co.Ge. includes a study-management dashboard, Application Programming Interfaces (APIs) for external integration, encryption, and customizable options. In this demonstrative pilot study, clinical and non-clinical participants completed an Auditory Verbal Learning Test (AVLT), which we analyzed using accuracy, number of recalled words, and reaction times as outcomes. We collected ratings of user experience with a standardized rating scale. Analyses included Frequentist and Bayesian Generalized Linear Mixed Models (GLMMs). Results: Mean ratings of user experience were all above 4/5, indicating high acceptability (n = 30). Pilot data from AVLT (n = 123, 60% clinical, 40% healthy) showed that Co.Ge. seamlessly provides standardized clinical ratings, accuracy, and RTs. Analyzing RTs with Bayesian GLMMs and Gamma distribution provided the best fit to data (Leave-One-Out Cross-Validation) and allowed to detect additional associations (e.g., education) otherwise unrecognized using simpler analyses. Conclusions: The prototype of Co.Ge. is technically robust and clinically precise, enabling the extraction of high-resolution behavioral data. Co.Ge. provides traditional clinical-oriented cognitive outcomes but also promotes complex generative models to explore individualized mechanisms of cognition. Thus, it will promote personalized profiling and digital phenotyping for precision psychiatry and rehabilitation. Full article
(This article belongs to the Special Issue Trends and Future Development in Precision Medicine)
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24 pages, 1496 KB  
Article
The Gradual Cyclical Process in Adaptive Gamified Learning: Generative Mechanisms for Motivational Transformation, Cognitive Advancement, and Knowledge Construction Strategy
by Liwei Ding and Hongfeng Zhang
Appl. Sci. 2025, 15(16), 9211; https://doi.org/10.3390/app15169211 - 21 Aug 2025
Viewed by 626
Abstract
The integration of gamification into digital learning environments is reshaping educational models, advancing towards more adaptive and personalized teaching evolution. However, within large Chinese corpora, the transition mechanism from passive participation to adaptive gamified learning remains underexplored in a systematic manner. This study [...] Read more.
The integration of gamification into digital learning environments is reshaping educational models, advancing towards more adaptive and personalized teaching evolution. However, within large Chinese corpora, the transition mechanism from passive participation to adaptive gamified learning remains underexplored in a systematic manner. This study fills this gap by utilizing LDA topic modeling and sentiment analysis techniques to delve into user comment data on the Bilibili platform. The results extract five major themes, which include multilingual task-driven learning, early-age programming thinking cultivation, modular English competency certification, cross-domain cognitive integration and psychological safety, as well as ubiquitous intelligent educational environments. The analysis reveals that most themes exhibit highly positive emotions, particularly in applications for early childhood education, while learning models that involve certification mechanisms and technological dependencies tend to provoke emotional fluctuations. Nevertheless, learners still experience certain challenges and pressures when faced with frequent cognitive tasks. In an innovative manner, this study proposes a theoretical framework based on Self-Determination Theory and Connectivism to analyze how motivation satisfaction drives cognitive restructuring, thereby facilitating the process of adaptive learning. This model demonstrates the evolutionary logic of learners’ cross-disciplinary knowledge integration and metacognitive strategy optimization, providing empirical support for the gamification learning transformation mechanism in China’s digital education sector and extending the research framework for personalized teaching and self-regulation in educational technology. Full article
(This article belongs to the Special Issue Adaptive E-Learning Technologies and Experiences)
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24 pages, 1517 KB  
Article
Developing a Competency-Based Transition Education Framework for Marine Superintendents: A DACUM-Integrated Approach in the Context of Eco-Digital Maritime Transformation
by Yung-Ung Yu, Chang-Hee Lee and Young-Joong Ahn
Sustainability 2025, 17(14), 6455; https://doi.org/10.3390/su17146455 - 15 Jul 2025
Cited by 1 | Viewed by 819
Abstract
Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework [...] Read more.
Amid structural changes driven by the greening and digital transformation of the maritime industry, the demand for career transitions of seafarers with onboard experience to shore-based positions—particularly ship superintendents—is steadily increasing. However, the current lack of a systematic education and career development framework to support such transitions poses a critical challenge for shipping companies seeking to secure sustainable human resources. The aim of this study was to develop a competency-based training program that facilitates the effective transition of seafarers to shore-based ship superintendent roles. We integrated a developing a curriculum (DACUM) analysis with competency-based job analysis to achieve this aim. The core competencies required for ship superintendent duties were identified through three expert consultations. In addition, social network analysis (SNA) was used to quantitatively assess the structure and priority of the training content. The analysis revealed that convergent competencies, such as digital technology literacy, responsiveness to environmental regulations, multicultural organizational management, and interpretation of global maritime regulations, are essential for a successful career shift. Based on these findings, a modular training curriculum comprising both common foundational courses and specialized advanced modules tailored to job categories was designed. The proposed curriculum integrated theoretical instruction, practical training, and reflective learning to enhance both applied understanding and onsite implementation capabilities. Furthermore, the concept of a Seafarer Success Support Platform was proposed to support a lifecycle-based career development pathway that enables rotational mobility between sea and shore positions. This digital learning platform was designed to offer personalized success pathways aligned with the career stages and competency needs of maritime personnel. Its cyclical structure, comprising career transition, competency development, field application, and performance evaluation, enables seamless career integration between shipboard- and shore-based roles. Therefore, the platform has the potential to evolve into a practical educational model that integrates training, career development, and policies. This study contributes to maritime human resource development by integrating the DACUM method with a competency-based framework and applying social network analysis (SNA) to quantitatively prioritize training content. It further proposes the Seafarer Success Support Platform as an innovative model to support structured career transitions from shipboard roles to shore-based supervisory positions. Full article
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12 pages, 241 KB  
Article
From Implementation to Application: An Empirical Analysis of Teachers’ Media and ICT Skills in the Reform Process
by Marina Grgić and Lynn Bolliger
Educ. Sci. 2025, 15(7), 870; https://doi.org/10.3390/educsci15070870 - 7 Jul 2025
Viewed by 659
Abstract
The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. [...] Read more.
The implementation of new curricula presents significant challenges for teachers and necessitates the adaptation of their professional competencies. This study examines how the digital skills of Swiss teachers differ during and after the implementation of the Media and Information Literacy (MIL) modular curriculum. To achieve this, two independent samples totaling 617 teachers were surveyed at different stages of the reform. The analysis employed a multivariate analysis of variance (MANOVA) to identify differences in the four facets of MIL competence between the samples. The results indicate that MIL competencies did not improve uniformly. While no significant differences were found in the facets of ‘ICT knowledge and application’ and ‘media education knowledge and application’, significant differences were observed in the facets of ‘specialized didactics MIL’ and ‘interdisciplinary pedagogical and didactic knowledge’. The latter facet showed higher values after the reform, likely due to increased exposure to further training measures. These findings illustrate that teachers’ competencies can develop differently throughout a reform process, highlighting the importance of targeted professional development programs. The study provides valuable empirical findings for educational research and offers practical implications for the design of future reform processes. Full article
(This article belongs to the Section Curriculum and Instruction)
29 pages, 1812 KB  
Article
Innovative Guardrails for Generative AI: Designing an Intelligent Filter for Safe and Responsible LLM Deployment
by Olga Shvetsova, Danila Katalshov and Sang-Kon Lee
Appl. Sci. 2025, 15(13), 7298; https://doi.org/10.3390/app15137298 - 28 Jun 2025
Viewed by 3764
Abstract
This paper proposes a technological framework designed to mitigate the inherent risks associated with the deployment of artificial intelligence (AI) in decision-making and task execution within the management processes. The Agreement Validation Interface (AVI) functions as a modular Application Programming Interface (API) Gateway [...] Read more.
This paper proposes a technological framework designed to mitigate the inherent risks associated with the deployment of artificial intelligence (AI) in decision-making and task execution within the management processes. The Agreement Validation Interface (AVI) functions as a modular Application Programming Interface (API) Gateway positioned between user applications and LLMs. This gateway architecture is designed to be LLM-agnostic, meaning it can operate with various underlying LLMs without requiring specific modifications for each model. This universality is achieved by standardizing the interface for requests and responses and applying a consistent set of validation and enhancement processes irrespective of the chosen LLM provider, thus offering a consistent governance layer across a diverse LLM ecosystem. AVI facilitates the orchestration of multiple AI subcomponents for input–output validation, response evaluation, and contextual reasoning, thereby enabling real-time, bidirectional filtering of user interactions. A proof-of-concept (PoC) implementation of AVI was developed and rigorously evaluated using industry-standard benchmarks. The system was tested for its effectiveness in mitigating adversarial prompts, reducing toxic outputs, detecting personally identifiable information (PII), and enhancing factual consistency. The results demonstrated that AVI reduced successful fast injection attacks by 82%, decreased toxic content generation by 75%, and achieved high PII detection performance (F1-score ≈ 0.95). Furthermore, the contextual reasoning module significantly improved the neutrality and factual validity of model outputs. Although the integration of AVI introduced a moderate increase in latency, the overall framework effectively enhanced the reliability, safety, and interpretability of LLM-driven applications. AVI provides a scalable and adaptable architectural template for the responsible deployment of generative AI in high-stakes domains such as finance, healthcare, and education, promoting safer and more ethical use of AI technologies. Full article
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24 pages, 1613 KB  
Article
Sustainability of Programming Education Through CDIO-Oriented Practice: An Empirical Study on Syntax-Level Structural Visualization for Functional Programming Languages
by Chien-Hung Lai, Liang-Chieh Ho and Zi-Yi Liao
Sustainability 2025, 17(12), 5630; https://doi.org/10.3390/su17125630 - 18 Jun 2025
Cited by 1 | Viewed by 824
Abstract
This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an automatic [...] Read more.
This study integrates the 2017 United Nations ESD framework and UNESCO’s ESD priorities with the Sustainable Development Goal (SDG) of “quality education” and the CDIO (Conceive, Design, Implement, Operate) framework to propose an innovative programming teaching model. A central component is an automatic architecture diagram generation system that visualizes program code structures in real-time, reducing cognitive load and enhancing comprehension of abstract programming concepts such as recursion and data structures. Students complete a project-based assignment—developing a Scheme interpreter—to simulate real-world software development. This model emphasizes system thinking, modular design, and problem solving, aligning with CDIO’s structured learning progression. The experimental results show that students using the system significantly outperformed the control group in their final project scores, demonstrating improved practical programming ability. While cognitive load remained stable, learning motivation decreased slightly, indicating the need for additional affective design support. The findings confirm that the integration of visual learning tools and project-based pedagogy under the CDIO framework supports the development of critical competencies for sustainable development. This approach offers a transformative step forward in programming education, cultivating learners who are capable, innovative, and ready to meaningfully contribute to global sustainability. Full article
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22 pages, 6009 KB  
Article
Teaching Bioinspired Design for Assistive Technologies Using Additive Manufacturing: A Collaborative Experience
by Maria Elizete Kunkel, Alexander Sauer, Carlos Isaacs, Thabata Alcântara Ferreira Ganga, Leonardo Henrique Fazan and Eduardo Keller Rorato
Biomimetics 2025, 10(6), 391; https://doi.org/10.3390/biomimetics10060391 - 11 Jun 2025
Viewed by 955
Abstract
Integrating bioinspired design and additive manufacturing into engineering education fosters innovation to meet the growing demand for accessible, personalized assistive technologies. This paper presents the outcomes of an international course, “3D Prosthetics and Orthotics”, offered to undergraduate students in the Biomimetic program at [...] Read more.
Integrating bioinspired design and additive manufacturing into engineering education fosters innovation to meet the growing demand for accessible, personalized assistive technologies. This paper presents the outcomes of an international course, “3D Prosthetics and Orthotics”, offered to undergraduate students in the Biomimetic program at Westfälische Hochschule (Germany), in collaboration with the 3D Orthotics and Prosthetics Laboratory at the Federal University of São Paulo—UNIFESP (Brazil). The course combined theoretical and hands-on modules covering digital modeling (CAD), simulation (CAE), and fabrication (CAM), enabling students to develop bioinspired assistive devices through a Project-based learning approach. Working in interdisciplinary teams, students addressed real-world rehabilitation challenges by translating biological mechanisms into engineered solutions using additive manufacturing. Resulting prototypes included a hand prosthesis based on the Fin Ray effect, a modular finger prosthesis inspired by tendon–muscle antagonism, and a cervical orthosis designed based on stingray morphology. Each device was digitally modeled, mechanically analyzed, and physically fabricated using open-source and low-cost methods. This initiative illustrates how biomimetic mechanisms and design can be integrated into education to generate functional outcomes and socially impactful health technologies. Grounded in the Mao3D open-source methodology, this experience demonstrates the value of combining nature-inspired principles, digital fabrication, Design Thinking, and international collaboration to advance inclusive, low-cost innovations in assistive technology. Full article
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24 pages, 3007 KB  
Article
Factors Influencing Climate-Induced Evacuation in Coastal Cities: The Case of Shanghai
by Zikai Zhao, Bing Liang, Guoqing Shi, Wenqi Shan, Yingqi Li and Zhonggen Sun
Sustainability 2025, 17(7), 2883; https://doi.org/10.3390/su17072883 - 24 Mar 2025
Viewed by 925
Abstract
Against the backdrop of global climate change, extreme weather events, such as heavy rainfall, typhoons, tsunamis, and rising sea levels, have become frequent, posing unprecedented challenges to human society. As an important strategy for coastal cities to respond to climate change, climate-induced evacuation [...] Read more.
Against the backdrop of global climate change, extreme weather events, such as heavy rainfall, typhoons, tsunamis, and rising sea levels, have become frequent, posing unprecedented challenges to human society. As an important strategy for coastal cities to respond to climate change, climate-induced evacuation is influenced by complex and diverse factors. This study delves into the driving mechanisms of population migration willingness, revealing the dynamic balance of push, pull, and resistance factors and their interaction with individual value orientations affecting migration decisions. By constructing a Logistic Regression Model, this research quantitatively analyzes the significant impacts of personal circumstances, family characteristics, living conditions, risk perception, compensation relocation, and supportive policies on climate-induced migration willingness, using Shanghai as a case study. The findings indicate that age, education level, household size, housing type, risk perception, and compensation policies are key factors. Building upon the multidimensional capital interaction mechanisms and dynamic threshold response patterns identified in the research, this study proposes a three-phase progressive policy framework: initially, establishing an integrated human–material–social capital framework to implement tiered relocation incentive programs, which address decision window constraints through cognitive empowerment and asset replacement strategies; subsequently, creating a dynamic compensation adjustment mechanism by developing policy toolkits aligned with inverted U-shaped utility curves while enhancing synergistic effects between cultural cognition transformation and vocational training; and ultimately, innovating an institutional–cultural co-governance paradigm that rebalances public service dependency and place attachment through spatial equity redistribution. Specific recommendations encompass designing modular risk education curricula, establishing social network transplantation mechanisms, piloting climate citizenship regimes, and constructing cross-border governance knowledge platforms. These multidimensional interventions encompassing capital restructuring, threshold responsiveness, and cultural adaptation offer valuable policy insights for resolving the “development resilience–migration inertia” paradox in coastal cities. Full article
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34 pages, 10310 KB  
Article
Loom: A Modular Open-Source Approach to Rapidly Produce Sensor, Actuator, Datalogger Systems
by William Richards, John Selker and Chet Udell
Sensors 2024, 24(11), 3466; https://doi.org/10.3390/s24113466 - 28 May 2024
Cited by 2 | Viewed by 2725
Abstract
In the face of rising population, erratic climate, resource depletion, and increased exposure to natural hazards, environmental monitoring is increasingly important. Satellite data form most of our observations of Earth. On-the-ground observations based on in situ sensor systems are crucial for these remote [...] Read more.
In the face of rising population, erratic climate, resource depletion, and increased exposure to natural hazards, environmental monitoring is increasingly important. Satellite data form most of our observations of Earth. On-the-ground observations based on in situ sensor systems are crucial for these remote measurements to be dependable. Providing open-source options to rapidly prototype environmental datalogging systems allows quick advancement of research and monitoring programs. This paper introduces Loom, a development environment for low-power Arduino-programmable microcontrollers. Loom accommodates a range of integrated components including sensors, various datalogging formats, internet connectivity (including Wi-Fi and 4G Long Term Evolution (LTE)), radio telemetry, timing mechanisms, debugging information, and power conservation functions. Additionally, Loom includes unique applications for science, technology, engineering, and mathematics (STEM) education. By establishing modular, reconfigurable, and extensible functionality across components, Loom reduces development time for prototyping new systems. Bug fixes and optimizations achieved in one project benefit all projects that use Loom, enhancing efficiency. Although not a one-size-fits-all solution, this approach has empowered a small group of developers to support larger multidisciplinary teams designing diverse environmental sensing applications for water, soil, atmosphere, agriculture, environmental hazards, scientific monitoring, and education. This paper not only outlines the system design but also discusses alternative approaches explored and key decision points in Loom’s development. Full article
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16 pages, 4469 KB  
Article
Surgical Medical Education via 3D Bioprinting: Modular System for Endovascular Training
by Ruben Foresti, Anna Fornasari, Claudio Bianchini Massoni, Arianna Mersanne, Chiara Martini, Elisa Cabrini, Antonio Freyrie and Paolo Perini
Bioengineering 2024, 11(2), 197; https://doi.org/10.3390/bioengineering11020197 - 19 Feb 2024
Cited by 9 | Viewed by 3410
Abstract
There is currently a shift in surgical training from traditional methods to simulation-based approaches, recognizing the necessity of more effective and controlled learning environments. This study introduces a completely new 3D-printed modular system for endovascular surgery training (M-SET), developed to allow various difficulty [...] Read more.
There is currently a shift in surgical training from traditional methods to simulation-based approaches, recognizing the necessity of more effective and controlled learning environments. This study introduces a completely new 3D-printed modular system for endovascular surgery training (M-SET), developed to allow various difficulty levels. Its design was based on computed tomography angiographies from real patient data with femoro-popliteal lesions. The study aimed to explore the integration of simulation training via a 3D model into the surgical training curriculum and its effect on their performance. Our preliminary study included 12 volunteer trainees randomized 1:1 into the standard simulation (SS) group (3 stepwise difficulty training sessions) and the random simulation (RS) group (random difficulty of the M-SET). A senior surgeon evaluated and timed the final training session. Feedback reports were assessed through the Student Satisfaction and Self-Confidence in Learning Scale. The SS group completed the training sessions in about half time (23.13 ± 9.2 min vs. 44.6 ± 12.8 min). Trainees expressed high satisfaction with the training program supported by the M-SET. Our 3D-printed modular training model meets the current need for new endovascular training approaches, offering a customizable, accessible, and effective simulation-based educational program with the aim of reducing the time required to reach a high level of practical skills. Full article
(This article belongs to the Section Biomedical Engineering and Biomaterials)
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11 pages, 2129 KB  
Article
Teaching of Forensic Dentistry in Khartoum, Sudan
by Sarah Hag Ali, Ademir Franco, Emilio Nuzzolese and Scheila Mânica
Oral 2024, 4(1), 90-100; https://doi.org/10.3390/oral4010008 - 4 Feb 2024
Cited by 2 | Viewed by 3575
Abstract
Background: Dental professionals assist with legal and criminal matters through the practice of forensic dentistry which has evolved over the past century and is now a crucial component of undergraduate dental education in many nations. The need for formal training in the subject [...] Read more.
Background: Dental professionals assist with legal and criminal matters through the practice of forensic dentistry which has evolved over the past century and is now a crucial component of undergraduate dental education in many nations. The need for formal training in the subject and its inclusion in dental curricula were acknowledged and addressed in the 1960s and 1970s. Aims: This study aimed to investigate the teaching of forensic dentistry in dental universities of Khartoum, Sudan, and to propose certain topics and teaching criteria to be standardized in forensic dentistry teaching in Sudan. Materials and methods: An observational, descriptive study was conducted, involving all undergraduate dental institutions in Khartoum, Sudan. Institutional websites were searched using the Google search engine to obtain the dental program curricula in English. The curricula were then analyzed to identify the presence of forensic odontology/dentistry teaching. Results: Of the 19 universities included in the study, five (26.3%) teach forensic dentistry in their undergraduate curricula, whereas 12 (63.1%) do not. Two universities (10.6%) indicated the presence of forensic dentistry teaching in their curricula but did not provide actual instruction. The teaching of forensic dentistry mainly occurred during the second, third, and fourth years of the dental program. Three universities considered it an independent subject, while two universities incorporated it into oral and maxillofacial pathology. Four universities provided lectures only, while one university combined lectures and practical sessions. Qualified forensic dentists taught the subject in four universities, while one university had general dentists as instructors. The main topics delivered are: (1) introduction to forensics, (2) human identification, (3) dental age estimation, (4) interpretation of bitemarks, (5) DNA in forensics, and (6) child abuse. Conclusion: Forensic dentistry training is currently undervalued in Sudan due to various limitations. It is recommended that all dental schools in Sudan offer opportunities for students to learn and become acquainted with forensic dentistry as part of their dental programs. The Sudanese Dental Council should establish formal coordination with academic institutions and experienced forensic dentists to ensure the quality and relevance of the proposed modular course within the educational system. Finally, additional topics including dental record-keeping and dental malpractice are suggested for inclusion in the current modules. Full article
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24 pages, 2382 KB  
Article
Computer-Based Scaffolding for Sustainable Project-Based Learning: Impact on High- and Low-Achieving Students
by Jun Peng, Bei Yuan, Meng Sun, Meilin Jiang and Minhong Wang
Sustainability 2022, 14(19), 12907; https://doi.org/10.3390/su141912907 - 10 Oct 2022
Cited by 16 | Viewed by 3944
Abstract
Project-based learning, in which students engage in meaningful learning with authentic projects and building agency and autonomy for sustainable learning, has been increasingly promoted in higher education. However, completing an authentic project involves a complex process, which may pose challenges to many students, [...] Read more.
Project-based learning, in which students engage in meaningful learning with authentic projects and building agency and autonomy for sustainable learning, has been increasingly promoted in higher education. However, completing an authentic project involves a complex process, which may pose challenges to many students, especially low-achievers. This study incorporated computer-based scaffolding into a project-based programming course to make complex project learning accessible to students. The scaffolding was designed based on the four-component instructional design (4C/ID) model. The results show that with the support of computer-based scaffolding, all participants maintained a high level of motivation during the course. At the end of the course, their performance was improved by 35.49% in product quality and 38.98% in subject knowledge; their programming thinking skills were improved by 20.91% in problem understanding, 21.86% in modular design, and 25.70% in process design. Despite academic achievement discrepancies among the participants at the beginning of the course, low-achievers’ post-study performance in product quality and programming thinking skills became similar to that of high-achievers, and their post-study performance in subject knowledge became similar to that of medium-achievers. The findings reveal the promising role of computer-based scaffolding in making complex learning with real-world projects accomplishable by a wide range of students and reducing the gaps between high- and low-achieving students. Full article
(This article belongs to the Special Issue Educational Intelligence and Emerging Educational Technology)
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16 pages, 4703 KB  
Article
AI-Based Soft Module for Safe Human–Robot Interaction towards 4D Printing
by Ali Zolfagharian, Mohammad Reza Khosravani, Hoang Duong Vu, Minh Khoi Nguyen, Abbas Z. Kouzani and Mahdi Bodaghi
Polymers 2022, 14(16), 3302; https://doi.org/10.3390/polym14163302 - 13 Aug 2022
Cited by 12 | Viewed by 3584
Abstract
Soft robotic modules have potential use for therapeutic and educational purposes. To do so, they need to be safe, soft, smart, and customizable to serve individuals’ different preferences and personalities. A safe modular robotic product made of soft materials, particularly silicon, programmed by [...] Read more.
Soft robotic modules have potential use for therapeutic and educational purposes. To do so, they need to be safe, soft, smart, and customizable to serve individuals’ different preferences and personalities. A safe modular robotic product made of soft materials, particularly silicon, programmed by artificial intelligence algorithms and developed via additive manufacturing would be promising. This study focuses on the safe tactile interaction between humans and robots by means of soft material characteristics for translating physical communication to auditory. The embedded vibratory sensors used to stimulate touch senses transmitted through soft materials are presented. The soft module was developed and verified successfully to react to three different patterns of human–robot contact, particularly users’ touches, and then communicate the type of contact with sound. The study develops and verifies a model that can classify different tactile gestures via machine learning algorithms for safe human–robot physical interaction. The system accurately recognizes the gestures and shapes of three-dimensional (3D) printed soft modules. The gestures used for the experiment are the three most common, including slapping, squeezing, and tickling. The model builds on the concept of how safe human–robot physical interactions could help with cognitive and behavioral communication. In this context, the ability to measure, classify, and reflect the behavior of soft materials in robotic modules represents a prerequisite for endowing robotic materials in additive manufacturing for safe interaction with humans. Full article
(This article belongs to the Special Issue Frontiers in 3D and 4D Printing for Polymers and Polymeric Composites)
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23 pages, 3374 KB  
Article
Five Guiding Principles to Make Jupyter Notebooks Fit for Earth Observation Data Education
by Julia Wagemann, Federico Fierli, Simone Mantovani, Stephan Siemen, Bernhard Seeger and Jörg Bendix
Remote Sens. 2022, 14(14), 3359; https://doi.org/10.3390/rs14143359 - 12 Jul 2022
Cited by 16 | Viewed by 7177
Abstract
There is a growing demand to train Earth Observation (EO) data users in how to access and use existing and upcoming data. A promising tool for data-related training is computational notebooks, which are interactive web applications that combine text, code and computational output. [...] Read more.
There is a growing demand to train Earth Observation (EO) data users in how to access and use existing and upcoming data. A promising tool for data-related training is computational notebooks, which are interactive web applications that combine text, code and computational output. Here, we present the Learning Tool for Python (LTPy), which is a training course (based on Jupyter notebooks) on atmospheric composition data. LTPy consists of more than 70 notebooks and has taught over 1000 EO data users so far, whose feedback is overall positive. We adapted five guiding principles from different fields (mainly scientific computing and Jupyter notebook research) to make the Jupyter notebooks more educational and reusable. The Jupyter notebooks developed (i) follow the literate programming paradigm by a text/code ratio of 3, (ii) use instructional design elements to improve navigation and user experience, (iii) modularize functions to follow best practices for scientific computing, (iv) leverage the wider Jupyter ecosystem to make content accessible and (v) aim for being reproducible. We see two areas for future developments: first, to collect feedback and evaluate whether the instructional design elements proposed meet their objective; and second, to develop tools that automatize the implementation of best practices. Full article
(This article belongs to the Collection Teaching and Learning in Remote Sensing)
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