Search Results (6,186)

In cognitive science and education research, learning has been described to occur at surface and deep levels. Learners are thought to orient more toward one of these approaches to learning versus the other. In cognitive science, this has been assessed with a concept-building framework using objective function learning tasks to classify students as exemplar (surface) or abstraction (deep) learners. In education, the student approach to learning (SAL) framework has used self-report survey measures to classify learners as relying on surface approaches or deep approaches to learning. In two studies, we directly compared these two frameworks using self-report data from the Modified Approaches and Study Skills Inventory (M-ASSIST) and the Revised Study Process Questionnaire (R-SPQ-2F) along with objectively determined concept-building classifications from a computer-based function learning task. Potential links between exemplar learning and surface approaches and between abstraction learning and deep approaches were not found. We discuss possible explanations for the absence of empirical links, including inaccuracies in students’ metacognitions regarding their learning, the measures, and possible differences between learning-content-dependencies of the survey responses versus content neutrality of the concept-building task. We conclude by suggesting directions for future work in assessing and comparing surface and deep learning across frameworks. Full article

This study investigates indoor and outdoor air quality monitoring in a student dormitory located in northern Milan (Italy) using low-cost sensors. This research compares two monitoring periods in June and October 2024 to examine common PM_2.5 vertical patterns and differences at the building level, as well as their influence on the indoor spaces at the corresponding positions. In each period, around 30 sensors were installed at various heights and orientations across indoor and outdoor spots for 2 weeks to capture spatial variations around the building. Meanwhile, qualitative surveys on occupation presence, satisfaction, and well-being were distributed in selected rooms. The analysis of PM_2.5 data reveals that the building’s lower floors tended to have slightly higher outdoor PM_2.5 concentrations, while the upper floors generally had lower PM_2.5 indoor/outdoor (I/O) ratios, with the top-floor rooms often below 1. High outdoor humidity reduced PM infiltration, but when outdoor PM fell below 20 µg/m³ in these two periods, indoor sources became dominant, especially on the lower floors. Air pressure I/O differences had minimal impact on PM_2.5 I/O ratios, though slightly positive indoor pressure might help prevent indoor PM infiltration. Lower ventilation in Period-2 possibly contributed to more reported symptoms, especially in rooms with higher PM from shared kitchens. While outdoor air quality affects IAQ, occupant behavior—especially window opening and ventilation management—remains crucial in minimizing indoor pollutants. Users can also manage exposure by ventilating at night based on comfort and avoiding periods of high outdoor PM. Full article

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

This study examines how Ontario’s Health and Physical Education curriculum addresses the needs of young adults with disabilities. A total of 54 individuals aged 18–35 years old with developmental, learning, or physical disabilities who had completed secondary school in Ontario participated in a cross-sectional mixed-methods survey. Participants were recruited through disability-focused community networks and a university psychology participant pool. They completed the Sex Education subscale of the Sexual Knowledge, Experience, Feelings and Needs Scale, a 35-item sexual knowledge questionnaire, and open-ended questions. Quantitative data were analyzed using descriptive statistics and independent samples t-tests; qualitative responses were examined using thematic analysis. Participants reported limited factual knowledge, minimal classroom representation, and heavy reliance on independent learning. Barriers included inaccessible materials, teacher discomfort, and the absence of disability narratives in sexuality units. Findings point to three priorities: revising curriculum content, expanding educator training, and creating disability-affirming resources. These measures will help ensure comprehensive and rights-based sexuality education that supports the autonomy and well-being of students with disabilities. Full article

Objectives: The present study investigated proclivity for non-consensual intimate-image distribution and its related dimensions—enjoyment and acceptance—in relation to key demographic and relational variables, including gender, age, sexual orientation, frequency of dating app use, and current romantic relationship status. Methods: A total of 1735 Greek university students (mean age = 22 years, standard deviation = 6.18; 35.2 percent male) participated in an anonymous online survey. Pearson correlation analyses and multiple linear regression models were conducted to examine the associations and predictive value of the demographic variables on proclivity, enjoyment, and acceptance of non-consensual intimate-image distribution. Results: Men, younger participants, and those who reported more frequent use of dating applications or websites demonstrated higher proclivity for non-consensual intimate-image distribution. Gender and frequency of dating app use were also significant predictors of enjoyment, with men and frequent users reporting greater enjoyment. Regarding acceptance, sexual orientation was the only significant predictor, with non-heterosexual individuals indicating higher levels of acceptance. Romantic relationship status did not significantly predict any of the three outcome variables. Conclusions: These findings highlight the significance of gender, age, sexual orientation, and dating app engagement in understanding the psychological and behavioral dimensions of non-consensual intimate-image distribution. The results support the need for targeted prevention efforts and further research into the contextual and psychosocial factors associated with this form of image-based abuse. 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

Smart living is strongly promoted to enhance the quality of life via the application of innovative solutions, and this is driven by domain specialists and policymakers, including designers, urban planners, computer engineers, and property developers. Nonetheless, the actual user, whose views ought to be considered during the design and development of smart living systems, has received little attention. Thus, this study aims to identify and examine the critical smart functions to achieve smart living in smart buildings based on occupants’ perceptions. The aim is achieved using a sequential quantitative research method involving a literature review and 221 valid survey data gathered from a case of a smart student residence in Hong Kong. The method is further integrated with descriptive statistics, the Kruskal–Walli’s test, and the criticality test. The results were validated via a post-survey with related experts. Twenty-six critical smart functions for smart living were revealed, with the top three including the ability to protect personal data and information privacy, provide real-time safety and security, and the ability to be responsive to users’ needs. A need was discovered to consider the context of buildings during the design of smart living systems, and the recommendation is for professionals to understand the kind of digital technology to be integrated into a building by strongly considering the context of the building and how smart living will be achieved within it based on users’ perceptions. The study provides valuable insights into the occupants’ perceptions of critical smart features/functions for policymakers and practitioners to consider in the construction of smart living systems, specifically students’ smart buildings. This study contributes to knowledge by identifying the critical smart functions to achieve smart living based on occupants’ perceptions of smart living by considering the specific context of a smart student building facility constructed in Hong Kong. Full article

Two highly effective math learning strategies are spaced practice (in which problems of the same kind are distributed across many sessions) and interleaved practice (in which problems of different kinds are mixed rather than blocked). Though these strategies are supported by data, students may be reluctant to use them if they perceive the strategies as ineffective or unpleasant. In Study 1, we surveyed 174 grade 7 math students about the efficacy and likability of spaced and interleaved practice. Spaced practice was often judged likable, but nearly half of students failed to recognize its efficacy. Interleaved practice was judged both unlikable and inefficacious by most students. In Study 2, we further explored perceptions of interleaving in a survey of 233 grade 7 math students. Again, students erroneously judged interleaved practice to have low efficacy. Compared to blocked practice, interleaved practice was judged less effective, less preferable, more time-consuming, and more difficult. This work identifies perceptions that may discourage students from using effective learning strategies and also shows that specific perceptions differ by strategy. Helping students overcome their negative perceptions of spacing and interleaving is an important future direction. 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

Sustainable education requires addressing the challenges posed by digital transformation, including technostress among university students. This study evaluates technostress levels in higher education through the validation of the TS4US scale and its implications for sustainable learning environments. A cross-sectional study was conducted with 328 university students from four districts in Lima, Peru, using an online survey to measure technostress. Confirmatory factor analysis (CFA) was performed to assess the psychometric properties of the TS4US scale, resulting in a refined model with two latent factors and thirteen validated items. Findings indicate that 28% of students experience high technostress levels, while 5% report very high levels, though no significant associations were found between technostress and sociodemographic variables such as campus location, employment status, gender, and academic level. The TS4US instrument had been previously validated in Chile; this study confirms its structure in a new sociocultural context, reinforcing its cross-cultural applicability. These results highlight the need for sustainable strategies to mitigate technostress in higher education, including institutional support, digital literacy programs, and policies fostering a balanced technological environment. Addressing technostress is essential for promoting sustainable education (SDG4) and enhancing student well-being (SDG3). This study directly contributes to the achievement of Sustainable Development Goals 3 (Good Health and Well-being) and 4 (Quality Education) by providing validated tools and evidence-based recommendations to promote mental health and equitable access to digital education in Latin America. Future research should explore cross-country comparisons and targeted interventions, including digital well-being initiatives and adaptive learning strategies, to ensure a resilient and sustainable academic ecosystem. Full article

Though previous studies have demonstrated the protective benefits of sports participation against illicit drug use for a general population, how these findings apply to LGBTQ youth remains unknown. This study specifically looks at the relationship between sports participation and prescription drug misuse among sexual and gender minority youth. Using secondary data from the 2019 YRBS, we analyze associations among sports participation, sexual orientation, gender identity, and prescription drug misuse among a representative sample of U.S. high school students in Florida. Our results show that sexual and gender minority youth are at increased risk for prescription drug misuse compared to their heterosexual and cisgender peers. Moreover, sports participation is associated with higher rates of prescription drug misuse among all students, and the nuances of thes trends are discussed with particular attention paid to sexual and gender minority youth. These results challenge conventional wisdom about sports participation. Without the addition of new demographic survey questions and LGBTQ youth participation in the YRBS, common myths about sports might have persisted. Our findings point to the meaningful presence of LGBTQ youth in sports, call for research and programming on LGBTQ athletes’ unique needs regarding substance misuse risk, and encourage LGBTQ inclusive policies and practices within schools and sports programs in particular. Full article

COVID-19 vaccine hesitancy (VH), like attitudes towards other vaccines, is a critical global public health concern. Despite numerous studies covering psychological, sociodemographic, and other determinants of vaccine acceptance, resistance, and hesitance, few studies have reported these factors among students, particularly in politically unstable settings like Ukraine. This cross-sectional, descriptive, and quantitative study assesses hesitancy towards COVID-19 vaccines, utilizing the 5Cs Model. Among 936 respondents surveyed in 2023, 64% received at least one shot of the COVID-19 vaccine (acceptant), 11% were still considering getting vaccinated (hesitant), and 25% refused vaccination (resistant). Vaccination behavior is significantly associated with the 5Cs. Higher collective responsibility significantly increased acceptance and reduced resistance, while higher constraints lowered the chances of being either acceptant or resistant. Confidence protected against resistance. Complacency, counterintuitively, reduced odds of resistance, pointing to differences between passive hesitancy and active refusal. Male gender and sources of information and misinformation influenced confidence. Collective responsibility was positively associated with official sources and negatively with conspiracy beliefs. Complacency increased with official sources, while constraints and calculation were least explained by predictors. Practical barriers should be tackled through improved accessibility and fostering collective responsibility via targeted communication strategies. These findings provide actionable insights for policymakers, healthcare providers, and academic institutions to enhance vaccine uptake among university students, particularly in crisis settings. Full article

Background/Objective: Food insecurity refers to social or economic challenges that limit or create uncertainty around access to enough food. Among college students, food security status is usually determined with the USDA 10-item Food Security Survey Module, which has not been validated for this population. Nutrition security refers to consistent access to food and beverages that promote well-being, prevent disease, and emphasize equitable access to healthy, safe, and affordable foods. Currently, there is no standardized measure that assesses food and nutrition security tailored to the unique experiences of college students. This study aims to evaluate the validity and reliability of a newly developed College Student Food and Nutrition Security Survey Module (CS-FNSSM). Methods: A mixed-methods approach that combined an online survey with semi-structured cognitive interviews. Participants were students aged 18 and older from U.S. public universities. Quantitative data were analyzed using RStudio (version 4.4.1), and interview transcripts were thematically analyzed. Results: Survey responses were collected from 953 participants, including a subset of 69 participants for reliability testing and 30 participants for cognitive interviews. Rasch analysis showed good item performance and structural validity. The CS-FNSSM demonstrated strong sensitivity (89.09%), specificity (76.2%), moderate test–retest reliability (0.59), and good internal consistency (Cronbach’s alpha = 0.79). Qualitative findings confirmed participant understanding of the items. Conclusions: The CS-FNSSM effectively identifies food and nutrition insecurity, with nutrition security emerging as a key issue. Addressing both is crucial for promoting the overall health and well-being of college students. Full article

At the Politecnica Salesiana University (UPS) in Guayaquil, Ecuador, urban mobility challenges were addressed with the aim of improving students’ quality of life and promoting sustainability. This study evaluated the technical, economic, and social feasibility of implementing a shared transportation (carpooling) system using a quantitative-descriptive approach. Surveys were applied to a stratified sample of 256 students to analyze transportation habits. Route planning was performed using ArcGIS software, and costs were calculated with Microsoft Excel. Social impact assessment involved focus groups and analysis of variables such as changes in mobility patterns, system acceptance, and perceived safety, comfort, and accessibility. Key indicators included the percentage of students willing to participate in the pilot (82.7%), satisfaction with travel time savings (85.7% fully satisfied), and positive perceptions of safety and comfort. The results suggest that the proposed system is not only economically viable but also widely accepted by students, contributing to reduced stress, travel time, and single-occupancy vehicle use. This study demonstrates the feasibility of shared transport in urban universities and provides a replicable model to guide sustainable mobility policies that improve safety, comfort, and efficiency in student commuting. Full article

Background: Vaccine hesitancy (VH) represents a growing concern among healthcare professionals and students, potentially undermining public health efforts. Nursing, pediatric nursing, and midwifery students are future vaccinators and educators, making it essential to understand their attitudes, knowledge, and confidence toward vaccination. This study aims to assess vaccine-related perceptions and behaviors among these student populations in an Italian university. Methods: A cross-sectional survey was conducted between November 2022 and February 2024 at the University of Rome “Tor Vergata”. A structured, anonymous questionnaire, including the Vaccination Attitudes Examination (VAX) scale, vaccine knowledge items, and sources of information, was administered to students in nursing (n = 205), pediatric nursing (n = 46), and midwifery (n = 21). Statistical analyses included descriptive statistics, ANOVA, post hoc tests, and Mann–Whitney U tests. Results: Among the 272 participants, 20.6% reported refusing at least one recommended vaccine, and 18.4% delayed vaccination for non-medical reasons. Vaccine knowledge and confidence increased significantly with academic progression (p < 0.001). Midwifery students showed both the highest concern for long-term vaccine effects and the greatest confidence in vaccine safety. Institutional and scientific sources were the most trusted, though traditional and non-institutional media also influenced perceptions, particularly among midwifery students. Conclusions: Despite high COVID-19 vaccine uptake, VH persists among health professional students. Discipline-specific patterns highlight the need for early, targeted educational strategies to enhance vaccine literacy and reduce hesitancy. Tailored training may empower future professionals to become informed and credible advocates for vaccination. Full article