SYNOPSIS The IQCODE is a questionnaire which asks an informant about changes in an elderly person's everyday cognitive function. The questionnaire aims to assess cognitive decline independent of pre-morbid ability. In the present study, the IQCODE was administered to a sample of 613 informants from the general population. In addition, the questionnaire was administered to informants of 309 dementing subjects who had filled it out one year previously. A principal components analysis, using the general population sample, confirmed that the IQCODE measures a general factor of cognitive decline. The questionnaire was found to have high internal reliability in the general population sample (alpha = 0·95) and reasonably high test-retest reliability over one year in the dementing sample (r = 0·75). The total IQCODE score, as well as each of the 26-items, was found to discriminate well between the general population and dementing samples. The correlation with education was quite small (r = – 0·13), indicating that contamination by premorbid ability is not a problem.
Serious games are growing rapidly as a gaming industry as well as a field of academic research. There are many surveys in the field of digital serious games; however, most surveys are specific to a particular area such as education or health. So far, there has been little work done to survey digital serious games in general, which is the main goal of this paper. Hence, we discuss relevant work on serious games in different application areas including education, well-being, advertisement, cultural heritage, interpersonal communication, and health care. We also propose a taxonomy for digital serious games, and we suggest a classification of reviewed serious games applications from the literature against the defined taxonomy. Finally, the paper provides guidelines, drawn from the literature, for the design and development of successful serious games, as well as discussing research perspectives in this domain.
Higher education has been pressured to shift towards more flexible, effective, active, and student-centered teaching strategies that mitigate the limitations of traditional transmittal models of education. Lately, the flipped classroom model has been suggested to support this transition. However, research on the use of flipped classroom in higher education is in its infancy and little is known about student’s perceptions of learning through flipped classroom. This study examined students’ perceptions of flipped classroom education in a last year university course in research methods. A questionnaire was administered measuring students’ (n = 240) perceptions of flipped classroom in general, video as a learning tool, and Moodle (Learning Management System) as a supporting tool within the frame of a flipped classroom model. The results revealed that a large majority of the students had a positive attitude towards flipped classroom, the use of video and Moodle, and that a positive attitude towards flipped classroom was strongly correlated to perceptions of increased motivation, engagement, increased learning, and effective learning. Low achievers significantly reported more positively as compared to high achievers with regards to attitudes towards the use of video as a learning tool, perceived increased learning, and perceived more effective learning.
Generative AI tools - most notably large language models (LLMs) like ChatGPT and Codex - are rapidly revolutionizing computer science education. These tools can generate, debug, and explain code, thereby transforming the landscape of programming instruction. This paper examines the profound opportunities that AI offers for enhancing computer science education in general, from coding assistance to fostering innovative pedagogical practices and streamlining assessments. At the same time, it highlights challenges including academic integrity concerns, the risk of over-reliance on AI, and difficulties in verifying originality. We discuss what computer science educators should teach in the AI era, how to best integrate these technologies into curricula, and the best practices for assessing student learning in an environment where AI can generate code, prototypes and user feedback. Finally, we propose a set of policy recommendations designed to harness the potential of generative AI while preserving the integrity and rigour of computer science education. Empirical data and emerging studies are used throughout to support our arguments.
This study investigates the educational potential of Flappy, a low-cost, bioinspired robotic blimp platform modeled after the motion of manta rays, as a hands-on STEM learning tool for middle school students. Building on prior research emphasizing the role of social and bioinspired robotics in education, a one-day workshop was developed to introduce ten students to fundamental concepts in physics, engineering, and computer science. Participants constructed and programmed their own robotic blimps while engaging with a custom curriculum that incorporated visuals and collaborative activities. Quantitative analysis using pre- and post-assessments revealed significant learning gains, supported by a Wilcoxon Signed-Rank Test (p = 0.00195). Qualitative observations showed high levels of engagement, teamwork, and increased confidence with technical vocabulary and tools. The results suggest that affordable, bioinspired robotics platforms like Flappy can effectively enhance STEM comprehension and enthusiasm among younger learners, particularly when paired with structured, interactive instruction.
Advances in machine learning (ML) offer new possibilities for science education research. We report on early progress in the design of an ML-based tool to analyze students' mechanistic sensemaking, working from a coding scheme that is aligned with previous work in physics education research (PER) and amenable to recently developed ML classification strategies using language encoders. We describe pilot tests of the tool, in three versions with different language encoders, to analyze sensemaking evident in college students' written responses to brief conceptual questions. The results show, first, that the tool's measurements of sensemaking can achieve useful agreement with a human coder, and, second, that encoder design choices entail a tradeoff between accuracy and computational expense. We discuss the promise and limitations of this approach, providing examples as to how this measurement scheme may serve PER in the future. We conclude with reflections on the use of ML to support PER research, with cautious optimism for strategies of co-design between PER and ML.
Andrew H. Hunter, Nicholas Smith, Paulo R. P. Santiago
et al.
Background/Objectives: Passing is the most frequent and impactful action in soccer. It requires players to control the ball and pass accurately with either foot, make quick decisions, and scan the field while under pressure. Using a recently developed series of passing tests that vary in complexity and scanning demands, we examined how a player’s choice of technique when controlling and passing the ball, along with their ability to scan effectively, influenced passing performance. Methods: Forty-five elite U12 and U13 players from a Brazilian academy completed three passing tests involving directional turns across 120°, 180°, and 360°. Each pass was video-coded based on foot orientation (back or front foot), foot dominance (dominant or nondominant), and pass direction (toward the dominant or nondominant side). The study tested whether (i) the most common technique used varied with pass direction due to a preference for the dominant foot, (ii) performance varied across foot techniques, and (iii) scanning prior to ball reception enhanced outcomes. Results: Players preferred techniques that used their dominant foot, such as controlling and passing with their back foot (back–back) when turning to the dominant side (58% in 120° and 57% in 180° tests) and controlling with their back foot and passing with the front (back–front) for the nondominant side (66% and 55%; χ<sup>2</sup> = 292.96 and 312.87, <i>p</i> < 0.001). However, using the dominant foot sometimes led to slower, less efficient actions. In the 120° test, back–front was the fastest technique (+1.11 passes/min vs. back–back), while front–back was the slowest (−4.20 passes/min, <i>p</i> < 0.001). In the 360° test, scanning improved turn accuracy (from 51% to 73%) and performance, resulting in 4.20 more passes/min, fewer control errors (11% vs. 31%), and fewer target misses (3% vs. 10%; all <i>p</i> < 0.001). Conclusions: These findings highlight the value of effective scanning and foot technique under varied conditions, and offers coaches a practical tool for player analysis, feedback, and development.
BackgroundIntegrated traditional Chinese and Western medicine has shown clear advantages in the management of ophthalmic diseases. However, misalignment between traditional Chinese medicine syndrome differentiation and Western pathological classification, overemphasis on Western diagnostic and therapeutic procedures, and insufficient training in traditional Chinese medicine techniques continue to constrain teaching quality in ophthalmology.MethodsThis single-center prospective interventional study implemented a three-dimensional integrated traditional Chinese and Western medicine teaching model that combined case-based learning and problem-based learning, and compared teaching outcomes in 156 medical students before and after the intervention.ResultsThe new teaching model received a mean satisfaction score of 4.54 ± 0.33 on a five-point Likert scale. Compared with baseline, students showed significantly higher classroom participation (92.0 ± 4.5% compared with 64.0 ± 8.5%, p < 0.001), comprehensive examination scores (92.0 ± 4.0 compared with 77.0 ± 5.5, p < 0.001), and overall autonomous learning ability scores (4.54 ± 0.33 compared with 3.20 ± 0.45, p < 0.001). Additional improvements were observed in independent literature review frequency (3.5 ± 0.4 compared with 1.2 ± 0.3 times per week, p < 0.001), acupuncture point location accuracy (95.0% compared with 84.0%, p < 0.001), and Western medicine examination scores (95.5 ± 3.1 compared with 80.5 ± 4.2, p < 0.001).ConclusionThe three-dimensional integrated traditional Chinese and Western medicine teaching model effectively enhanced ophthalmology teaching quality and helped cultivate medical students with integrated traditional Chinese and Western medicine competencies, as reflected by improved student engagement, autonomous learning, and clinical skill mastery.