The The rapid development of educational technology has encouraged the integration of gamification into online learning to enhance students’ motivation and engagement. However, its utilization has not been supported by a comprehensive understanding of the factors influencing users’ intention to adopt it, particularly regarding user experience complaints. This study aims to analyze the key factors influencing students’ intention to use the AdaptoX gamification feature on the online learning platform Ruangguru.This study employed a quantitative approach with a survey design, adopting the Technology Acceptance Model (TAM) framework extended with perceived enjoyment, social influence, and hedonic motivation variables. Data were collected through structured questionnaires and analyzed using Partial Least Squares Structural Equation Modeling with SmartPLS 4 software. The results indicate that perceived ease of use, perceived usefulness, perceived enjoyment, hedonic motivation, and attitude significantly influence the intention to use gamification features, while social influence does not show a significant effect. The findings reveal that usage intention is more influenced by personal experience and intrinsic value than by social pressure. The success of gamification adoption depends on usability, ease of use, and enjoyable learning experiences. This study emphasizes the importance of developing gamification features that focus on user experience, intrinsic motivation, and ease of use to enhance online learning adoption.
Abstract Background Artificial intelligence has become an integral part of modern radiology, improving diagnostic accuracy, workflow efficiency, and decision-making processes. However, the acceptance and effective use of artificial intelligence in healthcare largely depends on healthcare professionals’ perceptions and literacy regarding these technologies. The aim of this study was to develop and validate the “Perception Scale for Artificial Intelligence in Radiologic Imaging” and to examine the factors that influence healthcare professionals’ perceptions of artificial intelligence in radiology. It also aimed to determine healthcare professionals’ perceptions regarding the use of artificial intelligence in radiology and to examine the factors that influence these perceptions, particularly the role of artificial intelligence literacy. Methods This cross-sectional, questionnaire-based study was conducted between March and May 2025 among healthcare professionals working in public and private hospitals in Turkey. Data were collected from 425 participants using convenience sampling. The “Perception Scale for Artificial Intelligence in Radiologic Imaging” was developed for this study, and the “Artificial Intelligence Literacy Scale” was employed to test contextual validity. Validity and reliability were evaluated using Cronbach’s Alpha, and analyses were performed with parametric tests in SPSS 26.0 and AMOS 24. Results The Perception of Artificial Intelligence in Radiologic Imaging Scale demonstrated a valid three-dimensional structure with 14 items and high reliability. The mean perception score of healthcare professionals regarding artificial intelligence in radiologic imaging was 3.14 ± 0.66 (mean ± standard deviation), indicating a moderate level of perception. A significant positive correlation was observed between artificial intelligence literacy and perception (r = 0.270, p < 0.001), while no significant differences were found across demographic variables (p > 0.05). Conclusion The study highlights that healthcare professionals in Turkey hold a moderately positive perception of artificial intelligence use in radiology. Furthermore, higher artificial intelligence literacy levels are associated with more favorable perceptions. These findings emphasize the need for educational initiatives to improve artificial intelligence literacy and foster informed, confident adoption of artificial intelligence technologies in clinical radiology practice.
Distance Learning (DL) introduced due to the health emergency has imposed a total and complex reorganization of schools, renewing the debate on the role of technologies in teaching. Among the actors directly involved in the school readjustment are certainly teachers, who have had to deal with teaching and assessment tools and methods different from their usual practices. This study, as part of a broader research project carried out for a doctoral thesis, delves into the experience lived by teachers during DL with particular reference to the use of ttechnologies and the assessment of learning. This paper presents the results that emerged from the compilation of a questionnaire, administered to 423 teachers participating in the training course INVALSI tests and data literacy: towards skills-based teaching, aimed at deepening the assessment practices used following the DL experience and the difficulties encountered by teachers in assessing learning.
Rural schools are important service centers that play a valuable and critical role serving children with disabilities in rural communities, and it is imperative rural schools provide high-quality and effective special education services. However, rural schools face significant challenges that are likely to affect the quality of special education services and need support that can assist district-level decision-makers to select effective interventions that can be feasibly implemented in rural schools. This article reviews how economic evaluation methods can be used by rural schools to address some of the implementation barriers they face and facilitate the adoption and implementation of interventions that can be feasibly and effectively implemented in rural schools. Four economic evaluation methods, cost analysis, cost-effectiveness analysis, benefit–cost analysis, and cost–utility analysis, are described, as well as how these methods align with implementation barriers faced in rural schools. Implications for rural school decision-makers, policymakers, and researchers are discussed.
Melinda R. Snodgrass, Catherine Corr, Jisun R. Oh
et al.
The field of special education has privileged positivistic paradigms and, consequently, has underutilized qualitative methods. For those skeptical of this claim or curious about its accuracy, the purpose of this literature review was to: (a) understand the prevalence of qualitative methods within the broader context of the research methods published in top special education journals and (b) compare quantitative and qualitative features of the qualitative research published in those journals. Using a positivistic lens historically privileged in special education, we demonstrate in this review that quantitative methods remain the most prevalent method in special education research and that quantitative ways of knowing often infiltrate qualitative research in top special education journals. Thus, rather than solely focusing on increasing the diversity of methods used, the more impactful and pressing need is to increase the diversity of thought (i.e., paradigms) represented in the researchers, reviewers, editors, and gatekeepers that determine the paradigms that are present and privileged in special education research.
ABSTRACT Quantitative microbial risk assessment (QMRA) is a growing interdisciplinary field addressing exposures to microbial pathogens and infectious disease processes. Risk science is inherently interdisciplinary, but few of the contributing disciplinary programs offer courses and training specifically in QMRA. To develop multidisciplinary training in QMRA, an annual 10-day long intensive workshop was conducted from 2015 to 2019—the Quantitative Microbial Risk Assessment Interdisciplinary Instructional Institute (QMRA III). National leaders in the fields of public health, engineering, microbiology, epidemiology, communications, public policy, and QMRA served as instructors and mentors over the course of the program. To provide cross-training, multidisciplinary teams of 5–6 trainees were created from the approximately 30 trainees each year. A formal assessment of the program was performed based on observations and surveys containing Likert-type scales and open-ended prompts. In addition, a longitudinal alumni survey was also disseminated to facilitate the future redevelopment of QMRA institutes and determine the impact of the program. Across all years, trainees experienced statistically significant increases (P < 0.05) in their perceptions of their QMRA abilities (e.g., use of specific computer programs) and knowledge of QMRA constructs (e.g., risk management). In addition, 12 publications, three conference presentations, and two research grants were derived from the QMRA III institute projects or tangential research. The success of QMRA III indicates that a short course format can effectively address many multidisciplinary training needs. Key features of QMRA III, including the inter-disciplinary training approach, hands-on exercises, real-world institute projects, and interaction through a mentoring process, were vital for training multidisciplinary teams housing multiple forms of expertise. Future QMRA institutes are being redeveloped to leverage hybrid learning formats that can further the multidisciplinary training and mentoring objectives.
Abstract Introduction Electronic health records (EHRs) are increasingly common platforms used in medical settings to capture and store patient information, but their implementation can have unintended consequences. One particular risk is damaging clinician-learner-interactions, but very little has been published about how EHR implementation affects educational practice. Given the importance of stakeholder engagement in change management, this research sought to explore how EHR implementation is anticipated to affect clinician-learner interactions, educational priorities and outcomes. Methods Semi-structured interviews were conducted with a group of practicing oncologists who work in outpatient clinics while also providing education to medical student and resident trainees. Data regarding perceived impact on the teaching dynamic between clinicians and learners were collected prior to implementation of an EHR and analyzed thematically. Results Physician educators expected EHR implementation to negatively influence their engagement in teaching and the learning they themselves normally gain through teaching interactions. Additionally, EHR implementation was expected to influence learners by changing what is taught and the students’ role in clinical care and the educational dynamic. Potential benefits included harnessing learners’ technological aptitude, modeling adaptive behaviour, and creating new ways for students to be involved in patient care. Conclusion Anticipating the concerns clinicians have about EHR implementation offers both potential to manage change to minimize disruptions caused by implementation and a foundation from which to assess actual educational impacts.
Mismatch antara SMK dengan industri dan dunia kerja (IDUKA) merupakan masalah klasik yang masih membumi hingga saat ini. Berbagai langkah berupaya dilakukan oleh SMK dengan harapan dapat membangun kerjasama yang saling menguntungkan dengan IDUKA. Namun, tidak sedikit SMK yang lupa bahwa mengetahui profil kompetensi lulusan merupakan suatu langkah mengenali diri sendiri untuk memudahkan dalam membangun kerjasama dengan IDUKA yang relevan. Penelitian ini bertujuan mengidentifikasi profil kompetensi lulusan pada latar penelitian sebagai langkah strategis dalam menjalin kerjasama dengan IDUKA. Pendekatan kualitatif dengan desain studi kasus dipilih peneliti dalam penelitian ini. Analisis dilakukan dengan aplikasi Nvivo 12 Pro yang menghasilkan output berupa wordcloud dan conceptmap. Hasil penelitian menunjukkan bahwa (1) profil kompetensi lulusan dirumuskan oleh sekolah dengan mengacu pada visi misi sekolah (2) identifikasi karakteristik IDUKA menjadi langkah kedua yang dilakukan sekolah dalam upaya membangun kerjasama (3) merelevansikan profil kompetensi lulusan dan karakteristik IDUKA dilakukan dengan tujuan merealisasikan kerjasama yang mutualis (4) menyusun strategi jitu dalam upaya membangun kerjasama perlu memperhatikan hubungan eksternal dan internal yang mengarah pada peningkatan mutu lulusan. Penelitian ini mengidentifikasi profil kompetensi lulusan dari SMK yang menghasilkan lulusan siap kerja yang selanjutnya ditindak lanjuti dengan mengidentifikasi karakteristik IDUKA sehingga dapat disusun strategi dalam membangun kerjasama reciprocal antara SMK dan IDUKA.
El artículo muestra los resultados de un trabajo de investigación cuyo objetivo fue favorecer el desarrollo de la habilidad argumentativa en un grupo de profesores en formación inicial del programa de Licenciatura en Química de la Universidad Pedagógica Nacional, mediante el diseño y la aplicación de una unidad didáctica sobre las implicaciones de la química de alimentos en el desarrollo y prevención de la enfermedad de Parkinson [EP] como una cuestión sociocientífica. Se implementaron actividades como preguntas abiertas, foros de discusión y búsqueda de posibles alternativas nutricionales en la prevención y tratamiento de la EP. En cada una de las etapas se identificó el nivel de argumentación y se analizó el contenido conceptual de cada argumento. Se destaca que los estudiantes lograron alcanzar un nivel de argumentación superior al inicial al aplicar los conocimientos adquiridos en la resolución y búsqueda de alternativas por medio de un aprendizaje activo y reflexivo. Construyeron argumentos basados en fundamentos teóricos y experimentales sobre diferentes aspectos de esta controversia.
Abstract Background Accurate interpretations of neonatal cranial ultrasound (CUS) studies are essential skills for physicians in neonatal intensive care units (NICUs) in order to properly diagnose and manage brain injury. However, these skills are not formally taught to pediatric and neonatal-perinatal medicine (NPM) trainees in Canada. Therefore, our study describes the design, implementation, and evaluation of a new web-based learning (WBL) module that focuses on teaching these skills. Methods Trainees’ needs assessment survey, sent to all NPM and pediatrics trainees (n = 62), concluded that most of them feel uncomfortable with their ability to interpret CUS, highlighting the need for a new educational intervention. The needs assessment informed the development of the WBL module, which we evaluated using questionnaires and pre-and post-testing methods to measure participants’ satisfaction, knowledge gain, skills development, and behaviour changes. Only trainees rotating through the NICU over 6 months (n = 23) were invited to participate in all the evaluation steps. We used the ADDIE instructional design model as a framework for this project. Results Respondents were very satisfied with the module, and their baseline knowledge increased significantly after studying and engaging with the module. The post-test score was 76% (p < 0.001) compared to the pre-test mean score of 42%. Tests for CUS interpretation skills assessment showed that 49% of pre-test answers were incorrect compared to 8% in the post-test (p < 0.001). Seventy-eight percent of trainees (n = 18) responded to a survey conducted a year after implementation, and 78% of the respondents (n = 14) reported that they still used these skills and shared this knowledge with junior trainees. Conclusion A WBL module for teaching neonatal CUS interpretation considerably improved trainees’ knowledge and enhanced their skills in interpreting neonatal CUS.
Clinical teacher preparation programs often incorporate reflective practices to promote critical thinking and professional growth. The purpose of this study was to determine whether special education teacher candidates’ reflective abilities changed from repeated exposure to reflective practice as they completed two field experiences. We sought to analyze patterns in candidates’ reflective practices by investigating both types of and topics for reflection. Six initial certification candidates completed two clinical experiences and wrote 30 reflection journal entries. Entries were sampled and reviewed to determine both a reflective ability score and reflective practice patterns over time. Results from a one-way repeated measures analysis of variance indicated no change in special education candidates’ reflective ability over time. Candidates’ reflections were descriptive and focused mostly on themselves. Results suggest professional growth in reflective ability does not occur through maturation. Teacher educators need to consider supplementing reflective practices with learning supports to see substantive growth.
Carlos Estéban Hernández Navarro, Sofía Cruz Icabalceta, Luis Miguel Rodríguez Soto
En el presente texto, con base en la novela escrita por George Orwell titulada 1984 publicada en 1948, serán analizados ciertos aspectos que, al ser pensados en el contexto pedagógico, podrían permitir el esbozo de algunos criterios que contribuyan a la comprensión de la necesidad, en nuestra actualidad, de proponer una práctica educativa para la vida, a modo de conciencia política. Se persigue el objetivo de dar sustento a la emancipación humana, en la lucha ante un sistema violento que se reproduce desde la institucionalidad educativa, que resulta, por su actuar y selección de técnicas, represivo y opresor.
Penelitian ini bertujuan untuk menghasilkan produk panduan praktikum kimia dasar terintegrasi etnokimia. Penelitian pengembangan dilakukan dalam tiga tahap, yaitu: 1) menganalisis materi (define), 2) mendesain prototype panduan (design), 3) validasi dan uji coba produk (develop). Validasi dilakukan oleh ahli materi dan ahli media. Uji coba dilakukan terhadap 17 mahasiswa untuk mengetahui respon dan keterampilan kerja ilmiah mahasiswa menggunakan panduan praktikum. Berdasarkan analisis data dapat diambil kesimpulan bahwa produk panduan praktikum dinyatakan valid oleh ahli materi (rerata 75%) dan ahli media (rerata 86,25%). Panduan dinyatakan layak digunakan, karena menunjukkan respon positif dan capaian keterampilan kinerja ilmiah mahasiwa yang sangat baik.
The exercise of reading reflective data coming from training activities with educators who work in prison schools guides the arguments and propositions of this paper, to broaden the aim in the field of teacher training. Being a teacher in the context of deprivation of liberty is to work with diversity, fear, facing tense situations of the criminal world and bet on humans – these skills require very different learnings from those offered in initial training. The prison setting is unique: it features needs from the students’ school life, their social and cultural histories, alongside issues relating to violence and crime – this context has specific characteristics that emphasize the relevance of continuous training. The analysis of reflective data, from field diaries, teachers’ reports, participant observation, conversation rounds, indicate that the teacher should promote educational situations beyond school curriculum, which rescue students for the historical dimension in the present, and the wishes and dreams in the future. Therefore, the principles of continuous training – learning collaboratively with peers, knowing the context, collectively solving problem situations, sharing successes and failures, taking the risk of innovation, participating in the design of educational policies – are the tools that can guide the improvements of school education in prisons.
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O exercício de leitura de dados reflexivos advindos de atividades formativas com educadores que atuam em escolas nas prisões norteia as argumentações e as proposições deste artigo, com vistas a ampliar a mirada no campo da formação de professores. Ser professor nos contextos de privação de liberdade é trabalhar com a diversidade, o medo, enfrentar as situações tensas do mundo do crime e apostar no ser humano – essas habilidades exigem aprendizagens de outra natureza, diferentes daquelas oferecidas na formação inicial. O cenário da prisão é singular, apresenta necessidades advindas da trajetória escolar dos estudantes, sua história social e cultural, ao lado de questões vinculadas à violência e ao delito – esse contexto tem especificidades que enfatizam a relevância da formação continuada. A análise dos dados reflexivos advindos de anotações em diários de campo, relatos de professores, observação participante, rodas de conversa indica que cabe ao professor promover situações educativas para além dos conteúdos escolares, que resgatem nos estudantes a dimensão histórica no presente e os desejos e os sonhos do futuro. Para tanto, os princípios da formação permanente – aprender de forma colaborativa com os pares, conhecer o contexto, resolver as situações-problema coletivamente, compartilhar sucessos e fracassos, assumir o risco da inovação, participar no desenho das políticas educativas – constituem ferramentas que podem balizar a melhoria da educação escolar nas prisões.
Special aspects of education, Labor. Work. Working class
O Ensino Médio pressupõe uma aprendizagem abrangente e significativa dos conteúdos, em que o professor deve valer-se de recursos didáticos disponíveis e adequados à sua prática. Nessa perspectiva, a atividade experimental torna-se um importante instrumento de ensino a ser explorado no estudo da Física, que também pode ser vivenciado pelos alunos por meio do livro didático (LD). Nesta pesquisa, realiza-se uma análise comparativa das atividades experimentais nas coleções de Física coincidentes nas edições de 2012 e 2015 do Programa Nacional do Livro Didático (PNLD). Para isso, aplica-se a classificação proposta por Barros (2009), fundamentada em competências e habilidades dos Parâmetros Curriculares Nacionais para o Ensino Médio (PCNEM) (BRASIL, 1999) e nos temas estruturadores de suas orientações educacionais complementares (PCN+) (BRASIL, 2002). Os resultados mostram uma distribuição não uniforme dos experimentos nos temas da Física, em que ainda prevalecem os arranjos relacionados aos movimentos dos corpos. Para as categorias e dimensões de análise, verifica-se que os autores procuram evidenciar as competências e habilidades do PCNEM, entretanto os aspectos históricos sociais continuam pouco contemplados nas duas edições do Programa. Por fim, espera-se que as informações apresentadas nesse trabalho possam contribuir para a prática docente, com foco nas atividades experimentais dos livros didáticos de Física.
<p>The objectives of the research are: (i) to know the prosocial behavioral level of the students in Bosowa International School Makassar before and after giving cinematography approach, and (ii) to know whether or not the approach is able to enhance the prosocial behavior of the students in Bosowa International School Makassar. The research is a quantitative research using experimental method. The research design used is quasi experimental design with non-equivalent control group design. The data collection technique applied is scale and FGD (Focus Group Discussion). The findings shows that (i) the prosocial behavioral level of the students was low in pretest while after giving treatment there were significant increase to the prosocial behavior in the experimental group, and (ii) the cinematography approach was able to increase the prosocial behavior of the Grade VIII students in Bosowa Internatinal School Makassar.</p><p> </p>
Este artículo reflexiona sobre la investigación y producción artística en torno a problemáticas específicas internacionales, focalizadas en la “colateralidad” de las sociedades y realizadas sobre el terreno a partir de la experiencia directa del propio autor.
Esteban Vázquez-Cano, Javier Fombona, Alberto Fernández
This article analyzes a system of virtual attendance, called “AVIP” (AudioVisual over Internet Protocol), at the Spanish Open University (UNED) in Spain. UNED, the largest open university in Europe, is the pioneer in distance education in Spain. It currently has more than 300,000 students, 1,300 teachers, and 6,000 tutors all over the world, besides Spain. This university is redefining, on the lines of other universities, many of its academic processes to meet the new requirements of the European Higher Education Area (EHEA). Since its inception, more than 30 years ago, the methodology chosen by UNED has been blended learning. Today, this university combines face-to-face tutorial sessions with new methodological proposals, mediated by ICT. Through a quantitative methodology, the perception of students and tutors of the new model of virtual tutoring, called AVIP Classrooms, was analyzed. The results show that the new model greatly improves the orientation and teaching methodology of tutors. However, it requires training and new approaches to provide a more collaborative and participatory environment for students.
Susana Silva, Helena Machado, Catarina Samorinha
et al.
Neste artigo analisa-se a circulação de expectativas e racionalidades de decisores políticos e de casais em procriação medicamente assistida, em Portugal, em torno da decisão quanto à doação de embriões para investigação científica. As interpenetrações entre a esfera política e a leiga serão discutidas com base na análise de conteúdo das seguintes fontes de informação: discursos políticos que suportaram a proposta de criação de um sistema de informação para os dadores de embriões idêntico ao sistema dos dadores de órgãos biológicos; entrevistas conduzidas entre Agosto 2011 e Agosto 2012 a 221 casais e 93 mulheres envolvidos em fertilização in vitro ou injeção intracitoplasmática de espermatozoides, no Hospital de S. João, Porto, sobre doação de embriões para investigação. Decisores políticos e casais partilham uma elevada recetividade ao progresso científico e depositam elevadas expectativas e confiança no poder terapêutico da investigação científica em células estaminais embrionárias. Se os casais usam a ética da reciprocidade, responsabilidade social e altruísmo para justificar as suas decisões; os decisores políticos realçam os contributos dos avanços da ciência para a esfera económica e promoção da imagem do país. Estes resultados consolidam a necessidade de reforçar a participação de diversos públicos na construção de princípios éticos e de responsabilidade social na regulação das práticas de investigação em embriões de origem humana.
Education (General), Theory and practice of education