Hasil untuk "History of education"

Oluseyi Olukola, Nick Rahimi

Reinforcement learning (RL) is increasingly used to personalize instruction in intelligent tutoring systems, yet the field lacks a formal framework for defining and evaluating pedagogical safety. We introduce a four-layer model of pedagogical safety for educational RL comprising structural, progress, behavioral, and alignment safety and propose the Reward Hacking Severity Index (RHSI) to quantify misalignment between proxy rewards and genuine learning. We evaluate the framework in a controlled simulation of an AI tutoring environment with 120 sessions across four conditions and three learner profiles, totaling 18{,}000 interactions. Results show that an engagement-optimized agent systematically over-selected a high-engagement action with no direct mastery gain, producing strong measured performance but limited learning progress. A multi-objective reward formulation reduced this problem but did not eliminate it, as the agent continued to favor proxy-rewarding behavior in many states. In contrast, a constrained architecture combining prerequisite enforcement and minimum cognitive demand substantially reduced reward hacking, lowering RHSI from 0.317 in the unconstrained multi-objective condition to 0.102. Ablation results further suggest that behavioral safety was the most influential safeguard against repetitive low-value action selection. These findings suggest that reward design alone may be insufficient to ensure pedagogically aligned behavior in educational RL, at least in the simulated environment studied here. More broadly, the paper positions pedagogical safety as an important research problem at the intersection of AI safety and intelligent educational systems.

Maria Marina, Alexander Panchenko, Vasily Konovalov

As generative AI tools like ChatGPT enter classrooms, workplaces and everyday thinking, writing is at risk of becoming a formality -- outsourced, automated and stripped of its cognitive value. But writing is not just output; it is how we learn to think. This paper explores what is lost when we let machines write for us, drawing on cognitive psychology, educational theory and real classroom practices. We argue that the process of writing -- messy, slow, often frustrating -- is where a human deep learning happens. The paper also explores the current possibilities of AI-text detection, how educators can adapt through smarter pedagogy rather than bans, and why the ability to recognize machine-generated language may become a critical literacy of the 21st century. In a world where writing can be faked, learning can not.

Hasan Abu-Rasheed, Constance Jumbo, Rashed Al Amin et al.

While learning personalization offers great potential for learners, modern practices in higher education require a deeper consideration of domain models and learning contexts, to develop effective personalization algorithms. This paper introduces an innovative approach to higher education curriculum modelling that utilizes large language models (LLMs) for knowledge graph (KG) completion, with the goal of creating personalized learning-path recommendations. Our research focuses on modelling university subjects and linking their topics to corresponding domain models, enabling the integration of learning modules from different faculties and institutions in the student's learning path. Central to our approach is a collaborative process, where LLMs assist human experts in extracting high-quality, fine-grained topics from lecture materials. We develop a domain, curriculum, and user models for university modules and stakeholders. We implement this model to create the KG from two study modules: Embedded Systems and Development of Embedded Systems Using FPGA. The resulting KG structures the curriculum and links it to the domain models. We evaluate our approach through qualitative expert feedback and quantitative graph quality metrics. Domain experts validated the relevance and accuracy of the model, while the graph quality metrics measured the structural properties of our KG. Our results show that the LLM-assisted graph completion approach enhances the ability to connect related courses across disciplines to personalize the learning experience. Expert feedback also showed high acceptance of the proposed collaborative approach for concept extraction and classification.

Michael Fitzgerald, Rachel Freed, Dan Reichart et al.

As astronomy enters an era defined by global telescope networks, petabyte-scale surveys, and powerful computational tools, the longstanding goals of astronomy education, particularly introductory ``ASTRO101'', but equally encompassing both higher and lower level courses, warrant fresh examination. In June 2024, the AstroEdUNC meeting at UNC--Chapel Hill convened 100 astronomers, education researchers, and practitioners to synthesise community perspectives on the purpose, content, and delivery of astronomy education. Beginning with historical vignettes, the meeting's deliberations were organised into six interrelated themes: (1) Context, highlighting astronomy's evolution from classical charting to multi-messenger discovery and its role as a connective thread across STEM and the humanities; (2) Content, exploring how curricula can balance essential concepts with authentic investigations and leverage open-source and AI-augmented resources; (3) Skills, arguing that astronomy should foreground scientific literacy, computational fluency, and communication through genuine data-driven inquiry; (4) Engagement, advocating for active-learning strategies, formative assessment, and culturally inclusive narratives; (5) Beyond the Classroom, emphasising scaffolding, universal-design practices, and K--12/community partnerships; and (6) Astronomy Education Research, outlining priority areas for assessing knowledge, attitudes, and long-term outcomes. We provide concrete recommendations for future astronomy education research development, underscoring the need for approaches to education that are authentic while meeting the learning and life goal needs of the students, a vibrant community of practice and robust researcher-practitioner partnerships to ensure that introductory astronomy is pertinent, applicable and inspiring to a broad student population.

Hisashi Hayakawa

On a centennial timescale, solar activity was quantified based on records of instrumental sunspot observations. This article briefly discusses several aspects of the recent archival investigations of historical sunspot records in the 17th to 18th centuries. This article also reviews the recent updates for the active day fraction and positions of the reported sunspot groups of the Maunder Minimum to show their significance within the observational history. These archival investigations serve as base datasets for reconstructing solar activity.

Isabel Pedersen

The rapid integration of generative artificial intelligence (AI) into postsecondary education and many other sectors resulted in a global reckoning with this new technology. This paper contributes to the study of the multifaceted influence of generative AI, with a particular focus on OpenAI's ChatGPT within academic settings during the first six months after the release in three specific ways. First, it scrutinizes the rise of ChatGPT as a transformative event construed through a study of mainstream discourses exhibiting AI hype. Second, it discusses the perceived implications of generative AI for writing, teaching, and learning through the lens of critical discourse analysis and critical AI studies. Third, it encourages the necessity for best practices in the adoption of generative AI technologies in education.

Maria Nakabuye, Ivan Segawa, Kevin Ouma Ojiambo et al.

Abstract Introduction Hepatitis B vaccination is highly recommended among people with HIV (PWH) because they have a poor prognosis when infected with Hepatitis B virus (HBV). Among PWH, HBV infection s are more likely to progress to chronic hepatitis and liver cirrhosis. It is therefore important that PWH are vaccinated against HBV. However, in Uganda, hepatitis B vaccination among PWH is not standard practice indicating that its uptake may be minimal. We aimed to determine the hepatitis B vaccination status among PWH in Gulu Regional Referral Hospital, Uganda and the associated factors. Methods A cross-sectional study was conducted among 385 PWH in Gulu Regional Referral Hospital, Uganda. Proportions of PWH that are fully vaccinated against hepatitis B were reported with their 95% confidence intervals (CI). A modified Poisson regression model was used to determine factors associated with hepatitis B vaccination, estimating their Prevalence ratios (PR) and 95% CI. Results The median age of the participants was 37 years, (interquartile range [IQR] 30-45years) and 30.9% (95% CI; 26.3–35.5) were fully vaccinated against HBV. Urban residence (adjusted PR [aPR] = 1.59, 95% CI = 1.17–2.17), family history of Hepatitis B infection (aPR = 1.66, 95% CI = 1.06–2.61), and knowledge about HBV (aPR = 1.41, 95% CI = 1.06–1.89) were associated with being fully vaccinated against hepatitis B. Conclusion We found low coverage of hepatitis B vaccination among PWH attending Gulu Regional Referral Hospital. Hepatitis B vaccination programs should target PWH living in rural areas, with a low level of education and with no family history of hepatitis B to educate them about HBV vaccine to increase coverage.

Suhrit Duttagupta, Thomas Tourdias, Sharmila Sagnier et al.

Abstract Post-stroke disabilities in cognition and mood lead to worse stroke recovery trajectory but are frequently overlooked. Although neurological factors and clinical history have been documented as important predictors of these invisible handicaps, the role of sex has not been given enough scrutiny. Examining sex-based differences in these outcomes could help deliver better post-stroke care. The goal of this study was to explore the interplay over one year between post-stroke cognitive and socio-affective assessments for men and women separately. Clinical evaluations of a monocentric hospital-based cohort including 263 patients with first-ever ischemic stroke were taken before hospital discharge and at 3- and 12-months post-stroke. Univariate comparisons between men and women were conducted, followed by multivariate analyses controlling for stroke severity, age, and education. Partial correlations between neuroradiological (stroke volume, white matter hyperintensities), cognitive (Montreal Cognitive Assessment test), mood (Hospital Anxiety and Depression scale; Apathy Inventory), and quality-of-life (Life Satisfaction Questionnaire-9) metrics were computed for both sexes. In multivariate analyses, women showed higher levels of baseline depression (padj < 0.05) and apathy Initiate (padj < 0.05) and Interest (padj < 0.001) subscores, as well as of anxiety at both follow-ups (padj < 0.05); they also endorsed lower scores in various quality-of-life sub-domains across all time points. Men had increasing levels of depression over time and showed stronger associations between psychological outcomes, including greater intercorrelations between cognitive assessments. Only spurious associations were found between clinical and neuroradiological characteristics for both sexes. Independently from stroke severity, age, and education, there were notable sex differences in the interplay between post-stroke cognitive and socio-affective functioning, suggesting differences in resilience and resistance to pathological burden. The inclusion of sex- and gender-specific factors in clinical evaluations seems critical to optimize post-stroke care strategies. Clinical Trial Registration: Trial name: Brain Before Stroke; ID: PHRC-12-152; URL: https://scanr.enseignementsup-recherche.gouv.fr/project/PHRC-12-152 .

Laura Tenjo-Patiño, Cristian E. Bello, Alcides Montoya Cañola

Quantum computing is a rapidly advancing field with the potential to drive scientific, educational, and technological development. However, it faces a significant shortage of qualified experts, creating an urgent demand for skilled professionals. In Latin America, quantum education remains in its early stages, further widening the regional talent and access gap due to limited educational infrastructure and financial constraints. This work presents an initiative to integrate quantum computing into higher education in Latin America through the application of the European Competence Framework for Quantum Technologies, which offers a standardized approach to defining competency requirements and assessing essential skills in the field. We propose introductory courses aligned with the frameworks guidelines, designed to meet industry standards and reach a broad audience. Additionally, we introduce supplementary resources, including team dynamics and evaluation methodologies, to enhance the educational ecosystem. These initiatives aim to create a sustainable and comprehensive quantum education model across Latin America, to close the regional skills gap, foster inclusivity, and prepare a diverse workforce to contribute innovative solutions on the global stage.

Scott Allen, Lisa Bardach, Jamie Jirout et al.

Educators are more than workers within educational systems; they are stewards of educational systems. They must analyze student performance data, identify patterns that inform targeted interventions and personalized learning plans, continuously develop the curriculum, set ambitious learning goals and use up-to-date pedagogical theory to adapt instructional strategies, act as advocates for educational policies that promote inclusivity and equity, and much more. Most educators deeply care about the learning and wellbeing of their students and colleagues. Given the chance, they will do whatever they can to make improvements to these ends. In this role as architects of change, educators deal with conflicting definitions of success, multiple stakeholders, complex causal relationships, ambiguous data, and intricate human factors. Amid all this, most educators and the educational systems around them are strained to the capacity of what their time, training, and budgets allow. The problem is not merely that they must perform demanding tasks, but more so that they must constantly implement improvements and interventions amid the complex challenges of the organizations in which they work. These challenges can be especially difficult in implementation of related education technology, which is continuously developing at sometimes rapid pace. Whether the context is an individual classroom, a school district, or a postsecondary institution, implementing beneficial human-technology partnerships requires attending to the needs and constraints of these classrooms, districts, institutions, and so forth as organizations and engaging in this work as a partnership with educators. This chapter lays out the principles and processes of developing successful educator-technology partnerships including key considerations for each step and an example protocol for engaging in this endeavor.

Sandeep Grover, Ajit Avasthi

The psychiatric assessment of elderly differs from assessment of adult patients on various accounts. In this continuing medical education series, we discuss the generic aspects of psychiatric assessment of elderly. In this document we describe the SAFEST approach for psychiatric evaluation of elderly. This involves understanding the signs and symptoms [S], Additional Diagnosis- comorbid physical and psychiatric diagnosis [A], level of functioning, frailty, falls, forceful acts-abuse, forensic issues [F], collecting extra information pertaining to nutritional status, the environment in which the patient is living, constipation, urinary symptoms (incontinence/retention), and weight loss [E], understanding the ongoing stressors, suicidality, substance use disorder, sleep-related issues, sexual history, supervision of medication, safety issues, social support, spirituality and religiousness [S] and collecting the treatment history [T]. Clinicians should also give due importance to physical examination. While carrying out the mental status examination due importance must be given to assessment of cognitive functions. Basic investigations must be carried out in all the elderly patients, whenever feasible before starting psychotropic medications. A detailed case formulation should be made by taking the history, physical examination findings, mental status examination findings and the investigations.

Kenan Çadırcı, Adil Furkan Kılıç, Muharrem Bayrak

Introduction:Helicobacter pylori (Hp)infection is widespread in the world.Hp can lead to chronic gastritis, chronic inflammation, and immune response.Immune cytokines, adipokines that occur with an immune response have been associated with insulin resistance, and obesity has been associated with 25-hydroxy vitamin D deficiency.Our study aimed to show the significant relationship between Hp positivity and 25-hydroxy vitamin D deficiency in obese individuals.Materials and Methods:Patients over the age of 20 who applied to the internal medicine department with dyspeptic complaints between January 1, 2019, and December 31, 2019, were divided into three groups as 18-24.9 (normal weight), 25-29.9 (overweight), 30-39.9 (obese) according to their body mass indexes (BMI).Urea breath test for Hp infection, 25-hydroxyvitamin D and other biochemical parameters, anthropometric measurements, education levels, systemic diseases, smoking history of patients who did not use proton pump inhibitor, and 25-hydroxyvitamin D for the last six months were retrospectively analyzed from the patient file archive.Results:The study was carried out with 632 cases, 51.6% (n = 326) of the patients were male, and 48.4% (n = 306) were female.The ages of the cases ranged from 21 to 65, and the mean age was 43.97 ± 12.87 years.Body mass index measurements of the cases included in the study ranged between 18.8 and 39.9 kg/m2, with a mean of 28.02 ± 4.98 kg/m2; %31.3% (n = 198) were normal weight, 35.5% (n = 224) were overweight and 33.2% (n = 210) were obese.A statistically significant difference was found between the Hp incidence rates according to the body mass index levels of the groups(p=0.001; p

Seyyed Iman Ghaffarisadr, Farzad Nobakht Sareban

Purpose: Virtual fitting rooms allow online sportswear consumers to try on clothes before shopping. This technology has recently received much attention due to its many benefits to sports consumers and commercial potential. Still, it has not yet entered Iran, and there is no information regarding its adoption by Iranian consumers. This research investigates the adoption of this technology by Iranian online sportswear consumers.Methodology: This research is applied and developmental in terms of purpose and exploratory in terms of implementation method. In this research, a mixed method (quantitative, qualitative) has been used, in which the Delphi qualitative method precedes the quantitative method. In the qualitative phase, 20 experts in the sportswear industry were selected through snowball sampling. In the quantitative phase, a survey of 394 online shoppers of sportswear products was conducted on social networks. Structural equation modelling was used to test the hypotheses. SMART PLS and SPSS 23 software were used for data analysis.Findings: The results supported the positive effect of the factors perceived ease of use, perceived usefulness, perceived enjoyment, and fashion leadership, as well as the negative impact of technology anxiety on adopting this technology. The results have practical implications for sports managers, retailers, and sportswear industries regarding adopting the best management and marketing strategies for virtual fitting rooms.Originality: This study examines the innovation of virtual fitting room technology among Iranian sportswear consumers for the first time. Virtual fitting rooms play a significant role in saving time, energy, and money for sports consumers and protecting their privacy. Also, this technology is a fantastic promotional device for sports industries and retailers if Iranian sportswear consumers accept it.

Patricia Santos Hansen

Este artigo tem como objetivo investigar marcas de gênero em matrizes da literatura infantil europeia e na participação de escritoras e editoras na criação de uma literatura infantil portuguesa no século XIX. A hipótese subjacente é que, em contraste com outros campos da produção literária e didática, as mulheres encontraram nessa literatura uma área de atuação menos hostil e na qual o sexo e as qualidades atribuídas ao gênero feminino poderiam ser vistos como vantagens. Para mulheres intelectuais, esse tipo de produção permitiu dirigir-se às mães e às crianças como agentes de transformação social conferindo, ao mesmo tempo, um caráter político a sua produção e o reconhecimento de um lugar de autoridade nos debates sobre educação.

Tilman Michaeli, Stefan Seegerer, Ralf Romeike

Technological advances in the context of digital transformation are the basis for rapid developments in the field of artificial intelligence (AI). Although AI is not a new topic in computer science (CS), recent developments are having an immense impact on everyday life and society. In consequence, everyone needs competencies to be able to adequately and competently analyze, discuss and help shape the impact, opportunities, and limits of artificial intelligence on their personal lives and our society. As a result, an increasing number of CS curricula are being extended to include the topic of AI. However, in order to integrate AI into existing CS curricula, what students can and should learn in the context of AI needs to be clarified. This has proven to be particularly difficult, considering that so far CS education research on central concepts and principles of AI lacks sufficient elaboration. Therefore, in this paper, we present a curriculum of learning objectives that addresses digital literacy and the societal perspective in particular. The learning objectives can be used to comprehensively design curricula, but also allow for analyzing current curricula and teaching materials and provide insights into the central concepts and corresponding competencies of AI.

Richard A. Wolf, Sho Araiba

In this paper we provide an overview of the programmed instructions approach for the purpose of quantum software education. The article presents the programmed instructions method and recent successes in STEM fields before describing its operating mode. Elements tackled include the core components of programmed instructions, its behavioural roots and early use as well as adaptation to complex STEM material. In addition, we offer recommendations for its use in the specific context of quantum software education and provide one example of PI-based instruction for the notion of entanglement. The aim of this work is to provide high-level guidelines for incorporating programmed instructions in quantum education with the goal of disseminating quantum skills and notions more efficiently to a wider audience.

Ashraf Alam, Atasi Mohanty

The aim of this research was to develop the ‘Happiness Engineering’ subject by designing a ‘sustainable happiness curriculum’ and ‘pedagogical framework’ for the schools of India by adopting the whole school approach. Happiness Engineering subject is modelled like any other traditional school subject, e.g., History, Chemistry, or Computer Science. The researchers have prepared it by adopting the scientifically proven ‘global best practices’ exercised in different schools, colleges, and university departments across the globe in ‘sustainability education’, ‘adjectival education’, and ‘well-being education’. It has been adapted and contextualised to be implemented in Indian schools by considering the available infrastructural resources in existing Indian schools and bearing in mind the feasibility of its effective transaction. Experiences of 129 experts from India that included senior secondary school teachers, school counsellors, pedagogical scientists, learning theorists, health experts, people from NGOs, and professors of education, were used to modify and contextualize the prepared curriculum framework for the ‘Happiness Engineering’ subject to effectively cater the needs of Indian senior secondary school students.

Laura Rangel Bernal, Norma Gutiérrez Hernández

En este artículo se analiza la presencia de estrategias lingüísticas que actualmente se asocian con el lenguaje no sexista, también conocido como lenguaje con perspectiva de género, que se localizaron en discursos e informes educativos publicados en el Periódico Oficial del Estado de Zacatecas en el periodo de 1868 a 1889. El objetivo general consistió en explicar a qué cambios de tipo social respondieron estas adaptaciones lingüísticas, en el entendido de que, dado el periodo histórico del que se trata, no se puede hablar de que esto obedeció a una política lingüística con fundamento en el feminismo. La estrategia metodológica consistió en conjuntar el análisis historiográfico y lingüístico para dar respuesta a la pregunta de investigación. En el nivel morfológico y léxico, se identificaron las incidencias del uso de pares de femenino y masculino (desdoblamiento), así como el uso del genérico real en lugar del masculino genérico. También se encontraron casos en que se utiliza el masculino genérico, pero se agrega la frase “de ambos sexos”. Estos recursos hacen evidente que los autores de los textos se refieren a grupos de personas conformados tanto por hombres como por mujeres. Se concluye que el uso de estos recursos de manera escrita fue intencionado, de lo cual se infiere que se utilizó como una estrategia de tipo lingüístico para hacer visible la presencia de personas del sexo femenino en el espacio educativo de la segunda mitad del siglo XIX en Zacatecas, dado que la configuración de este último estaba cambiando, al abrirse más espacios para que la población femenina pudiera instruirse. Todo ello habla de importantes transformaciones que se registraron en el contexto local, específicamente en lo tocante al acceso e integración de niñas y mujeres a instituciones de instrucción pública.

M. B. Weissman

Finding good educational policies requires sound estimates of their potential effects. Methods for making such estimates, i.e. finding causal estimands, have made great progress in the last few decades. Nevertheless, serious errors in causal reasoning have been found previously in papers n a leading physics education journal, Physical Review Physics Education Research. Here we examine three more recent papers from that journal that present explicit methods of causal inference. The methods given include major errors, including in identifying causal mediation, choosing variables to control for, and imputing missing data.

Justin K. Perron, Charles DeLeone, Shahed Sharif et al.

Currently, education and workforce training in quantum information science and technology (QIST) exists primarily at the graduate and postdoctoral levels, with few undergraduate efforts beginning to grow out of these. In order to meet the anticipated quantum workforce needs and to ensure that the workforce is demographically representative and inclusive to all communities, the United States must expand these efforts at the undergraduate level beyond what is occurring at larger PhD granting institutions and incorporate quantum information science into the curriculum at the nation's predominantly undergraduate institutions (PUIs). On June 3rd and 4th, 2021 the Quantum Undergraduate Education and Scientific Training (QUEST) workshop was held virtually with the goal of bringing together faculty from PUIs to learn the state of undergraduate QIST education, identify challenges associated with implementing QIST curriculum at PUIs, and to develop strategies and solutions to deal with these challenges. This manuscript summarizes the results of workshop discussions with the hope of assisting faculty at PUIs attempting to incorporate quantum information science into their curriculum.