technologie_educative_articles

Advancements in simulation-based nursing education: Insights from a bibliometric analysis of temporal trends.

Fri, 01 Aug 2025 04:00:00 +0000

Nurse Education Today; 08/01/2025
Simulations are used in nursing education to create realistic clinical practice environments. With rapid changes in educational demands and the growing importance of simulation in nursing, understanding the evolution of its application will provide critical insights into how educational strategies have undergone adaptive changes over time to meet the needs of nursing students and healthcare settings. This study aimed to identify temporal trends in simulation-based nursing education, map key research themes, and examine changes in the educational landscape over time. This is a bibliometric study of simulation-based nursing education. The analysis was conducted using VOSviewer. A total of 12,083 publications retrieved from PubMed, the Excerpta Medica Database, and the Cumulative Index to Nursing and Allied Health Literature were analyzed. To identify temporal shifts in simulation-based nursing education, articles were categorized into four periods based on the progression of simulation usage and technological advancements. Co-occurrence analysis was performed for each period. Our analysis revealed a substantial increase in research on simulation-based nursing education after 2014, with a surge following the COVID-19 pandemic. The results show an increasing adoption of advanced techniques, such as standardized patients, in-situ simulations, and virtual reality. Core keywords, such as CPR, critical thinking, and team training, highlight the diverse applications of simulations in technical and psychological training. Temporal trends highlight significant shifts in keywords driven by technological advancements and evolving pedagogical approaches. Integrating advanced technology and realistic scenarios provides learners with immersive experiences that can substantially enhance their nursing competencies. This study revealed that simulation-based nursing education has evolved substantially, reflecting technological progress and changes in educational priorities. This underscores the need to integrate advanced technology with innovative simulation methods to prepare nursing students for real-world clinical challenges. • A bibliometric analysis traced the evolution of simulation-based nursing education. • Research on simulation-based nursing education has increased sharply since 2014. • Core keywords highlight simulation's role in technical and psychological training. • Technological advancements have driven the development of simulation education. • Integrating psychological components enhances the effectiveness of simulation.
(AN 185082041); ISSN: 02606917
CINAHL Complete

Educators' and Academic Leaders' Insights on Incorporating Computer-Based Simulation in Pharmacy Education: A Global Qualitative Study

Wed, 02 Jul 2025 08:22:31 +0000

Author Names: Gharib A.M.,Bindoff I.K.,Peterson G.M.,Salahudeen M.S.

Database Source: Embase Daily Updates

Journal Title: American journal of pharmaceutical education

Article Title: Educators' and Academic Leaders' Insights on Incorporating Computer-Based Simulation in Pharmacy Education: A Global Qualitative Study

Year: 2025

Issue:

Volume:

Abstract: OBJECTIVE: To explore the perspectives of pharmacy educators and academic leaders on the barriers, facilitators, and future directions for implementing computer-based simulation (CBS) in pharmacy practice education. METHOD(S): An exploratory qualitative approach was employed, using semi-structured interviews to gather perspectives from pharmacy educators and academic leaders. A total of 41 participants were invited, and responses from the 25 interviewees were analysed through reflexive thematic analysis to identify key themes related to barriers, facilitators, and potential future directions for CBS integration in pharmacy practice education. RESULT(S): Twenty-five participants from 21 countries were included in this study. Educators and leaders were generally consistent in terms of identified themes but differed in their focus; educators emphasised practical challenges related to classroom implementation, while leaders prioritised strategic considerations and institutional goals. The analysis revealed several barriers, particularly workload burdens, resource constraints, scepticism about CBS's ability to achieve desired learning outcomes, personal beliefs and cultural norms. Facilitators included strong Institutional support via training, alignment with institutional goals, and the presence of advocacy by champions. Future strategies emphasised the importance of interprofessional learning, joint simulation across health professions, institutional partnerships, and leveraging artificial intelligence (AI) to enhance CBS's scalability, interactivity, and personalisation. CONCLUSION(S): This study identifies key barriers and facilitators to the integration of CBS in pharmacy practice education and underscores the transformative potential of AI in overcoming these challenges. AI was identified as a promising tool for automating assessments, generating scenarios, reducing educator workloads, and improving learning outcomes. Future efforts should prioritize scalable, evidence-based strategies to maximize the impact of CBS on learning outcomes. Copyright © 2025. Published by Elsevier Inc.

Multi-user interactive neonatal resuscitation program using hand tracking in immersive virtual reality: A quasi-experimental design

Wed, 02 Jul 2025 08:22:31 +0000

Author Names: Yang S.-Y.

Database Source: Embase Daily Updates

Journal Title: Nurse education today

Article Title: Multi-user interactive neonatal resuscitation program using hand tracking in immersive virtual reality: A quasi-experimental design

Year: 2025

Issue:

Volume: 153

Abstract: BACKGROUND: Traditional training methods, including lecture-based formats and single-user virtual reality (VR) systems, cannot fully replicate the complexities of team-based emergency care. This study addresses these limitations by utilizing a multi-user VR system with real-time communication and collaboration. AIM: The purpose of this study was to evaluate the effectiveness of a multi-user interactive neonatal resuscitation program (NRP) utilizing hand-tracking technology in immersive VR and to compare its effectiveness and usability with that of a conventional controller-based single-user VR program. DESIGN: A quasi-experimental, non-equivalent control group design was used. SETTINGS: The study was conducted in a VR-based training environment for neonatal resuscitation. PARTICIPANTS: Participants were divided into three groups: multi-user (MG, n = 34), single-user (SG, n = 27), and control (CG, n = 28). METHOD(S): The multi-user group used hand-tracking-based immersive VR NRP, the single-user group used controller-based VR NRP, and the control group attended an online lecture. Data were examined using analysis of variance (ANOVA) and post hoc Scheffe tests. RESULT(S): Neonatal resuscitation knowledge (F(2) = 3.01, p = 0.045) and neonatal resuscitation performance confidence (F(2) = 2.87, p = 0.042) were higher in the multi-user group than in the other groups. Satisfaction (F(2) = 3.89, p = 0.024) was higher in the multi-user and single-user groups. Team communication performance (F(2) = 3.21, p = 0.045) and system usability (F(2) = 3.21, p = 0.045) were higher in the multi-user group than in the control group. CONCLUSION(S): Both multi-user and single-user VR training improved learning outcomes, with multi-user environments showing greater improvement in team coordination. Hand tracking was easier to use than controllers, suggesting its potential for enhancing medical education in high-stress scenarios such as neonatal resuscitation. Copyright © 2025 Elsevier Ltd. All rights reserved.

The value of Fast Dixon combined with deep learning technology in contrast agent-free high-resolution magnetic resonance imaging of the brachial plexus

Wed, 02 Jul 2025 08:22:31 +0000

Author Names: Xie S.,Du X.,Zhang Z.,Chen G.

Database Source: Embase Daily Updates

Journal Title: Frontiers in Neurology

Article Title: The value of Fast Dixon combined with deep learning technology in contrast agent-free high-resolution magnetic resonance imaging of the brachial plexus

Year: 2025

Issue:

Volume: 16

Abstract: Introduction: This study aimed to investigate the application of Fast Dixon combined with the deep resolve gain (DRG) technique for enhancing the image quality of the brachial plexus on high-resolution MRI without the use of contrast agents. Method(s): Heavily T2-weighted Fast Dixon high-resolution coronal thin-slice magnetic resonance imaging was conducted on 19 social volunteers. Post-scan, the original data underwent reconstruction using deep learning-based denoising technology. Subjective quality scores were assigned to both the original and MIP images, and those processed with and without denoising technology were compared. The signal-to-noise ratio (SNR) and contrast-to-noise ratio (CNR) values for each segment of the bilateral brachial plexus were measured and analyzed to assess image quality. Result(s): Subjective evaluations revealed that the quality of both original thin-slice and thin-MIP images processed with the DRG significantly outperformed those processed without the DRG (original thin-slice p = 0.005, thin-MIP p < 0.05). The bilateral SNRs and CNRs of each anatomical structure (root, trunk, cord, branch) of the brachial plexus in the experimental group with DRG were significantly greater than those in the control group without DRG (p < 0.05), as follows: the SNRs of the bilateral nerve roots increased by 35.1-36.2%, the SNRs of the bilateral nerve trunks increased by 40.6-40.8%, and the SNRs of the bilateral nerve cords and branches increased by about 40-45%. The CNR of the bilateral nerve roots increased by 43.1-44.6%, the CNR of the bilateral nerve trunks increased by 41.8-41.7%, and the CNR of the bilateral nerve cords and branches increased by 47.3-50.6% (root p < 0.001, trunk p < 0.001, cord p = 0.001, branch p = 0.011). Conclusion(s): Fast Dixon T2WI can enhance the visibility of brachial plexus segments to a certain extent through DRG denoising technology, which may be an effective means to visualize the brachial plexus without contrast agent. Copyright © 2025 Xie, Du, Zhang and Chen.

ChatGPT as a rising force: Can AI bridge information gaps in Occupational Risk Prevention?

Tue, 01 Jul 2025 08:29:17 +0000

Author Names: Garcia-Rudolph A.,Sanchez-Pinsach D.,Remacha J.,Patricio S.,Opisso E.

Database Source: Embase Daily Updates

Journal Title: Work (Reading, Mass.)

Article Title: ChatGPT as a rising force: Can AI bridge information gaps in Occupational Risk Prevention?

Year: 2025

Issue:

Volume:

Abstract: BackgroundLack of information is a critical challenge in occupational health. With over 180 million users, ChatGPT has become a prominent trend, swiftly addressing a wide array of queries, yet it critically needs validation in occupational health.ObjectiveThis study evaluated GPT-3.5 (free version) and GPT-4 (paid version) on their ability to respond to Occupational Risk Prevention formal multiple-choice questions.MethodsA total of 303 questions were assessed, categorized across four levels of complexity-task-specific, national, European, and global-within various Spanish regions.ResultsGPT-3.5 achieved an overall accuracy of 56.8%, while GPT-4 reached 73.9% (p < 0.001). GPT-3.5 showed particularly limited performance on domain-specific content. Both models shared similar error patterns, with incorrect response rates ranging from 18-24% across regions.ConclusionDespite GPT-4's improved performance, both models display notable limitations in occupational health applications. To enhance reliability, four strategies are proposed: formal validation, continuous training, error analysis, and regional adaptation.

3D-printed educational model for anatomy-driven preparation and retraction cord placement

Tue, 01 Jul 2025 08:29:17 +0000

Author Names: Unkovskiy A.,Franziska S.,Florian B.,Jeremias H.

Database Source: Embase Daily Updates

Journal Title: Journal of dental education

Article Title: 3D-printed educational model for anatomy-driven preparation and retraction cord placement

Year: 2025

Issue:

Volume:

Abstract:

"Positive" or "Threatened"? The impact of the features in generative artificial intelligence on continued behavior.

Tue, 01 Jul 2025 04:00:00 +0000

Computers in Human Behavior; 07/01/2025
Artificial intelligence technologies have empowered marketers with advanced tools and insights, fostering unparalleled efficiency and personalization decision-making. To provide marketers with targeted and actionable guidance, this study investigated the behavioral mechanisms underlying the adoption of artificial intelligence-generated content (AIGC) technology. Specifically, it examined the influence of AIGC features (accuracy, competence, anthropomorphism, and interactivity) and the distinct psychological mechanisms of awe on users' behavioral intentions. A mixed-methods approach was employed, combining quantitative data (N = 860) with qualitative research (user reviews). The analysis revealed that the awe experience significantly influences AIGC users' preferences to continue using the technology. Positive awe had a significant positive effect, while threatened awe had a comparatively weaker negative effect. The four features (accuracy, competence, anthropomorphism, and interactivity) of AIGC contribute significantly to its users' continued usage intention. Notably, positive awe induced by competence, anthropomorphism, and interactivity significantly outweighed threatened awe, with the exception of accuracy. The findings reveal that the unique features of AIGC not only evoke users' perceived awe but also strengthen their intentions to continue using the technology. • This study explored the awe experience that significantly influences AIGC users' preferences to continue using the technology. • Positive awe had a significant positive effect, and threatened awe had a less significant negative effect. • The four features (accuracy, competence, anthropomorphism, and interactivity) of AIGC contribute significantly to its users' continued usage intention.
(AN 184649181); ISSN: 07475632
CINAHL Complete

ChatGPT-enhanced mobile instant messaging in online learning: Effects on student outcomes and perceptions.

Tue, 01 Jul 2025 04:00:00 +0000

Computers in Human Behavior; 07/01/2025
Mobile Instant Messaging is prevalent in online learning discussions but has inherent limitations in fostering higher-order thinking skills and managing information overload. This study investigates the pedagogical integration of ChatGPT within Mobile Instant Messaging platforms to enhance online learning, addressing a gap in artificial intelligence-enhanced educational technologies. In a 16-week randomized controlled trial with 63 graduate students enrolled in an Advanced Digital Learning course, this study examined the efficacy of a ChatGPT-enhanced Mobile Instant Messaging (ChatMIM) on student engagement and higher-order thinking skills development. Participants were randomly assigned to a treatment group (n = 33) using ChatMIM or a control group (n = 30) using traditional Mobile Instant Messaging. A mixed-methods research design incorporated pre- and post-intervention assessments using validated instruments for engagement and higher-order thinking skills, systematic content analysis of discussion logs, and semi-structured interviews grounded in the Technology Acceptance Model. Results showed considerable improvements in the experimental group across behavioral, cognitive, and emotional engagement dimensions. Enhancements were also observed in higher-order thinking skills domains, particularly in critical thinking, problem-solving, and creativity. Qualitative findings indicated favorable perceptions of ChatMIM, with participants reporting enhanced learning performance and strong intentions for future use. This study provides empirical evidence supporting the effectiveness of artificial intelligence-enhanced messaging systems in online learning, specifically in fostering student engagement and higher-order cognitive development. The findings advance understanding of artificial intelligence integration in educational technology through psychological theories of cognitive load and feedback. • ChatGPT-enhanced MIM boosts engagement: behavioral, cognitive, and emotional aspects. • ChatMIM improves critical thinking, problem-solving, and creativity in online learning. • Students report high usefulness and intent to use ChatMIM in future online courses. • AI-powered summaries and Q&A in ChatMIM reduce overload, support reflective learning. • ChatMIM enhances depth and interactivity in online discussions, addressing challenges.
(AN 184649186); ISSN: 07475632
CINAHL Complete

Produtos Educacionais Tecnológicos: Ensino da Vigilância Epidemiológica de Infecção de Sítio Cirúrgico na Graduação em Enfermagem.

Tue, 01 Jul 2025 04:00:00 +0000

Saúde Coletiva; 07/01/2025
This research aims to analyze which technological educational products are used in the teaching-learning process in undergraduate Nursing for teaching epidemiological surveillance of surgical site infections. The Integrative Literature Review (RIL) was chosen as the research method. Based on the articles found, it is clear that educational technologies, in general, have gained space and contributed significantly to the learning of nursing students. The adoption of educational technologies in nursing education has been widely discussed as an effective strategy to improve the learning of future professionals. Although the literature addresses various aspects of the use of these technologies in teaching and clinical practice, there is a gap in studies that specifically analyze the impact of these tools on teaching epidemiological surveillance of surgical site infections (SSI).
(AN 185295230); ISSN: 18063365
CINAHL Complete

Technological Educational Products: Teaching Surgical Site Infection Epidemiological Surveillance in Undergraduate Nursing.

Tue, 01 Jul 2025 04:00:00 +0000

The Civic s Collecti on: Classroom Tools for Tomorrow's Citizens.

Tue, 01 Jul 2025 04:00:00 +0000

Information Today; 07/01/2025
(AN 186002986); ISSN: 87556286
CINAHL Complete

Changes in Symptom Clusters Among Asian American Breast Cancer Survivors in Technology-Based Coaching Intervention.

Tue, 01 Jul 2025 04:00:00 +0000

Cancer Nursing; 07/01/2025
Background: Limited research studies have focused on examining the impact of technology-based interventions in changing symptom clusters among Asian American breast cancer survivors. Objective: The aim of this study was to understand the longitudinal impact of a technology-based program on the symptom cluster experience of Asian American breast cancer survivors. Methods: This is a secondary data analysis that used exploratory factor analysis at each time point (baseline, post–1 month, post–3 months) for the control and intervention groups (N = 199). Results: The number of symptom clusters remained the same, and the same symptoms remained in similar clusters across the 2 groups. The control group experienced psychological cluster, fatigue cluster, and neck/skin cluster at baseline; psychological cluster, fatigue/dizzy cluster, and neck/skin cluster at post–1 month; and psychological cluster, fatigue/dizzy cluster, and somatic cluster at post–3 months. The intervention group experienced psychological cluster, neck cluster, and appetite/itching cluster at baseline; somatic/anticholinergic cluster, psychological/sexual cluster, and appetite cluster at post–1 month; and psychological cluster, neck cluster, and itching cluster at post–3 months. The psychological and neck clusters shared similar core symptoms of feeling nervous, dry mouth, and cough between the control and intervention groups. Conclusion: The different symptom cluster experiences may be due to the technology-based intervention where the intervention group receives individual/group coaching/support that may have changed symptom clusters over time. Yet, the true efficacy of the intervention on symptom clusters warrants further investigation. Implications for Practice: Clinicians should understand the changes in symptom clusters as well as the presence of core symptoms and take a targeted symptom cluster approach in clinical settings.
(AN 186055259); ISSN: 0162220X
CINAHL Complete

Integration of Artificial Intelligence in Nursing Simulation Education: A Scoping Review.

Tue, 01 Jul 2025 04:00:00 +0000

Nurse Educator; 07/01/2025
Background: Artificial intelligence (AI) integration in nursing simulation education is growing, yet understanding its implementation across simulation phases remains limited. Purpose: To map AI applications across prebriefing, simulation, and debriefing phases in nursing simulation education. Methods: Following Arksey and O'Malley's framework and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews guidelines, we searched PubMed, CINAHL Complete, EMBASE, Scopus, and Web of Science (2015-2024) using terms related to nursing students, simulation, and artificial intelligence Studies were included if they involved prelicensure nursing students, AI-integrated nursing simulation education, and were peer-reviewed English publications. Data were charted using the population, concept, context framework. Results: Analysis of 14 articles revealed AI applications in prebriefing (chatbots; n = 2), simulation (virtual environments; n = 11), and debriefing (feedback; n = 1). Benefits included standardization and personalized learning, while challenges involved technical limitations and faculty readiness. Conclusions: AI shows potential in enhancing nursing simulation education through standardized learning experiences but requires structured faculty support and evaluation methods.
(AN 186084886); ISSN: 03633624
CINAHL Complete

Effectiveness of Educational Technology Involving Concept Maps During Debriefing for Clinical Reasoning: A Quasiexperimental Study.

Fri, 27 Jun 2025 04:00:00 +0000

Nursing Forum; 06/27/2025
Background: Poor clinical reasoning impairs the identification of signs and symptoms in patients and compromises patient safety. Aim: This study aimed to evaluate the effect of educational technology involving a concept map during debriefing for clinical reasoning compared with conventional didactic lectures. Method: This is a quasiexperimental study. Fifty‐five nursing students were randomly assigned to the intervention or control groups. Results: Compared with the control group, the intervention group presented statistically significant differences in the identification of clinical indicators (p < 0.0125). There was a statistically significant difference in performance between the pretest and posttest scores of the intervention group in terms of the identification of a nursing diagnosis, causal factors, and clinical indicators (p < 0.0125). Higher scores were also observed in the Diagnostic Reasoning Inventory assessment (p < 0.0125). Conclusions: Compared with conventional didactic lectures, concept maps during debriefing resulted in performance improvements in clinical reasoning skills. Trial Registration: Brazilian Clinical Trials Registry (ReBEC): RBR‐7qjpn6
(AN 186251580); ISSN: 00296473
CINAHL Complete

Effects of early clinical exposure using virtual reality on learning: A text-mining analysis study.

Sun, 01 Jun 2025 04:00:00 +0000

Hong Kong Journal of Occupational Therapy; 06/01/2025
Background: Educational technology's rapid evolution has resulted in an increase in the adoption of virtual reality (VR)-based educational modules in medical and nursing education. Purpose: To develop and integrate a 360-degree video depiction of medical facilities into occupational therapy educational curriculum, and assess its impact on students' learning through a questionnaire survey and text-mining. Method: Participants included 62 first-year occupational therapy majors from the 2022 and 2023 cohorts. The participants viewed a 360-degree video of three facilities (one psychiatric hospital and two general hospitals) in a class on their smartphones. They responded to self-administered questionnaires on the VR experience, including a free comment question that was subjected to text mining. Findings: Early clinical exposure facilitated by VR benefited students. The ease of viewing images, enhanced understanding of the rehabilitation facilities' environment, and a significant boost in learning motivation after class were evident. The data revealed students' growing excitement for future 360-degree video-based classes and their high satisfaction with facility tours. Conclusion: This study demonstrated that early experiential learning using VR effectively motivates occupational therapy students and deepens their understanding of clinical environments.
(AN 185388386); ISSN: 15691861
CINAHL Complete

From Viewers to Participants: The Evolution of Learning Through Interactive Video.

Sun, 01 Jun 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 06/01/2025
Background: In light of the growing need to understand interactive learning effectivity and especially post‐Covid 19 pandemic constraints, the key question is how to develop interactive videos in order to get the most effective results. Objectives: This research aims to explore the pedagogical benefits of interactive video with branching narratives as an up‐to‐date environment for learning and instruction, in order to encourage curriculum developers as well as instructors to use it. Methods: Analysis of seven different projects, developed by pedagogical and production teams from different educational institutions, was conducted through interviews and quantitative measurements. Results: This analysis exposed six different pedagogical benefits: Flexibility, Personalization, Engagement, Evaluation, Interactivity and Problem Solving, all revolving around the Branching Narrative motive of the video. Repetitive patterns were found: developers chose to use specific structural features like looping, branching and opening videos, as well as interactive features like narrative choice and sensitive timer, although many others were available for them. Conclusion: This research offers valuable insights into the development of interactive video for learning, highlighting trends and emerging pedagogies. The testimonials and pedagogical benefits revealed in this study may pave the way for innovative uses of technology—specifically, interactive videos for learning. It shows that this environment is both flexible and effective, making it suitable for various educational contexts, formal and informal. The programme's analysis and its advantages enhance understanding of this rich learning medium and may inspire others to explore similar approaches in different settings, laying the foundation for future research.
(AN 185452200); ISSN: 02664909
CINAHL Complete

MathFlowLens Dashboard: Co‐Designing Teacher Orchestration Tools to Engage in Discourse Around Students' Mathematical Strategies.

Sun, 01 Jun 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 06/01/2025
Background: Educational technologies typically provide teachers with analytics regarding student proficiency, but few digital tools provide teachers with process‐based information about students' variable problem‐solving strategies as they solve problems. Utilising design thinking and co‐designing with teachers can provide insight to researchers about what educators need to make instructional decisions based on student problem‐solving data. Objectives: This case study presents a collaboration where researchers and teachers co‐designed MathFlowLens, a teacher‐facing dashboard that provides analytics and visualisations about students' diverse problem‐solving strategies and behaviours used when solving online math problems in the classroom. Methods: Over several sessions, teachers discussed, mocked up, and were provided with behavioural data and strategy visualisations from students' math problem‐solving that demonstrated the variability of strategic approaches. Throughout this process, the team documented, transcribed, and used these conversations and artefacts to inform the design and development of the teacher tool. Results and Conclusions: Teachers discussed and designed prototypes of data dashboards and provided the research team with ongoing feedback to inform the iteration of the tool development.
(AN 185452168); ISSN: 02664909
CINAHL Complete

Multimodal Effort Profiles and Children's Performance: Cognitive, Physiological and Physical Dimensions.

Sun, 01 Jun 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 06/01/2025
Background: Effort measurement is essential for adaptation to interactive learning technologies. Most contemporary technologies measure effort through the log data (reaction time and correctness). Some adaptive technologies use facial expressions and attention to adapt. Objectives: We present a novel, complementary, and multimodal definition of effort that can be used to adapt not only the content but also the interaction in learning technologies for children. Methods: We propose a 3D view of an effort measurement, that is, cognitive, physiological, and physical. We use eye‐tracking, heart rate monitoring, and motion tracking to define these three dimensions. We then apply this measurement within two motion‐based educational games and show how this 3D effort varies across the different phases of the educational games and children's performance. Results and Conclusions: The results show an interaction effect of the phase and performance on each of the three effort dimensions. We discuss how these results can inspire the design of multi‐sensory adaptive learning systems for children.
(AN 185452175); ISSN: 02664909
CINAHL Complete

Slide into the Library: Turning PowerPoint into a community builder.

Sun, 01 Jun 2025 04:00:00 +0000

American Libraries; 06/01/2025
(AN 185633791); ISSN: 00029769
CINAHL Complete

Effectiveness of a Digital Game-Based Physical Activity Program (AI-FIT) on Health-Related Physical Fitness in Elementary School Children.

Sun, 01 Jun 2025 04:00:00 +0000

Healthcare (2227-9032); 06/01/2025
(AN 185867003); ISSN: 22279032
CINAHL Complete

Artificial Intelligence in Health Education and Practice: A Systematic Review of Health Students' and Academics' Knowledge, Perceptions and Experiences.

Sun, 01 Jun 2025 04:00:00 +0000

International Nursing Review; 06/01/2025
Background/objective: Artificial intelligence (AI) is embedded in healthcare education and practice. Pre‐service training on AI technologies allows health professionals to identify the best use of AI. This systematic review explores health students'/academics' perception of using AI in their practice. The authors aimed to identify any gaps in the health curriculum related to AI training that may need to be addressed. Methods: Medline (EBSCO), Web of Science, CINAHL (EBSCO), ERIC, Google Scholar, and Scopus were searched using key terms including health students, health academics, AI, and higher education. Quantitative and qualitative studies published in the last seven years were reviewed. JBI SUMARI was used to facilitate study selection, data extraction, and quality assessment of included articles. Thematic and descriptive data analyses were used to retrieve data. This systematic review has been registered in PROSPERO (CRD42023448005). Results: Twelve studies, including seven quantitative and five mixed‐method studies, provided novel insights into health students' perceptions of using AI in health education or practice. Quantitative findings reported significant variations in attitudes and literacy levels regarding AI across different disciplines and demographics. Senior students and those with doctoral degrees exhibited more favourable outlooks compared with their less experienced counterparts (p < 0.001). Students intending to pursue careers in research demonstrated greater optimism towards AI adoption than those planning to work in clinical practice (p < 0.001). A review of qualitative data, particularly on nursing discipline, revealed four themes, including limited AI literacy, replacement of health specialties with AI vs. providing support, optimism vs. cautiousness about using AI in practice, and ethical concerns. Only one study explored health academics' experiences with AI in education, highlighting a gap in the current literature. This is while that students consistently agreed that universities are the best setting for learning about AI technologies in healthcare highlighting the need for embedding AI training into the health curricula to prepare future healthcare professionals. Conclusion and implications for nursing/health policy: This systematic review recommends embedding AI training in health curriculum, offering direction for health education providers and curriculum developers responsible for preparing next‐generation healthcare professionals, particularly nurses. Ethical considerations and the future role of AI in healthcare practice remain central concerns to be addressed in both curriculum development and future research. Further research is required to address the implication and cost‐effectiveness of embedding AI training into health curricula.
(AN 186162957); ISSN: 00208132
CINAHL Complete

Situating governance and regulatory concerns for generative artificial intelligence and large language models in medical education.

Tue, 27 May 2025 04:00:00 +0000

NPJ Digital Medicine; 05/27/2025
(AN 185447334); ISSN: 23986352
CINAHL Complete

Technology‐enhanced concept mapping enhances collaborative learning.

Thu, 01 May 2025 04:00:00 +0000

Medical Education; 05/01/2025
(AN 184320817); ISSN: 03080110
CINAHL Complete

Educational Avatars: Bridging the Uncanny Valley.

Thu, 01 May 2025 04:00:00 +0000

Nursing Education Perspectives (Wolters Kluwer Health); 05/01/2025
(AN 184562881); ISSN: 15365026
CINAHL Complete

Improving Persuasive Writing Outcomes With Technology for Students in an Alternative Special Education Program.

Thu, 01 May 2025 04:00:00 +0000

Behavioral Disorders; 05/01/2025
A study using a multiple-baseline across participants design was conducted in a U.S. alternative education setting to examine the functional relation between students' use of a technology-based graphic organizer (TBGO) with embedded self-regulated learning strategies on the quantity and quality of their persuasive essay writing. Three third- to fifth-grade students with writing difficulties and complex behavioral needs receiving services in an alternative special education program participated in the study. The dependent variables included the number of words, number of transition words, and writing quality scores across (a) baseline (writing on the computer without the TBGO), (b) TBGO-use phase (writing on a computer with the TBGO), and (c) maintenance (writing on the computer without the TBGO). The visual and statistical analyses of data indicated all participants improved the quality of their writing, and two students also increased the quantity of their writing across phases. Students' self-efficacy for self-regulated learning in writing ratings were also monitored throughout the study. Results indicated an overall increase in their perceived self-efficacy for writing.
(AN 184652811); ISSN: 01987429
CINAHL Complete

Edutech-Based Formative Assessment and Teaching Competencies in Nursing Education.

Thu, 01 May 2025 04:00:00 +0000

Nurse Educator; 05/01/2025
Background: The integration of education and technology (Edutech) has become significant in education. Purpose: To explore the current state of formative assessment in nursing education and factors influencing technological pedagogical content knowledge (TPACK) competencies. Methods: A total of 216 novice nurse educators with <5 years of teaching experience in South Korea were surveyed online. Results: Among these participants, 27.3% used EFA (Edutech-based formative assessment), highlighting its benefits in providing immediate feedback and accessibility, yet faced insufficient time, technical issues and insufficient digital literacy as significant barriers. Completion of nursing education courses in a graduate program, EFA experience, and age were associated with TPACK competencies. Conclusion: Implementing Edutech improves assessment processes and highlights the critical need for comprehensive technological training and support to improve digital literacy and TPACK competencies. Effective educational strategies tailored to the diverse technological abilities of nurse educators are needed for enhancing overall teaching quality.
(AN 184703478); ISSN: 03633624
CINAHL Complete

Pedagogy and generative artificial intelligence: Applying the PICRAT model to Google NotebookLM.

Thu, 01 May 2025 04:00:00 +0000

Medical Teacher; 05/01/2025
Healthcare educators (HPE) are challenged by rapid developments in Generative Artificial Intelligence (GenAI) tools. They need a standardized model to evaluate these new tools and to guide them in pedagogically-sound integration in the curriculum. PICRAT is an educational model designed specifically to help teachers meet this challenge. NotebookLM is a new multi-featured GenAI tool to help teachers and learners in education and research. Its newest feature allows automatic generation of an engaging podcast (called audio overview) from uploaded education or research content. Using the example of NotebookLM and, specifically, the auto-podcast feature, we illustrate how HPE can use the PICRAT model to evaluate GenAI tools for technology integration. We discuss how this model can be utilized as a standardized approach for evaluation and implementation of GenAI tools in health professions education.
(AN 184864319); ISSN: 0142159X
CINAHL Complete

Balancing academic scholarship and educational technology resources in nursing education.

Thu, 01 May 2025 04:00:00 +0000

Journal of Professional Nursing; 05/01/2025
(AN 185101916); ISSN: 87557223
CINAHL Complete

Development of Virtual Reality Educational Content on Magnetic Resonance Imaging: A Pilot Study.

Thu, 01 May 2025 04:00:00 +0000

CIN: Computers, Informatics, Nursing; 05/01/2025
Through virtual reality technology, users experience challenging situations in a virtual world without physical experiences. This study aims to develop educational content using virtual reality to help patients undergoing magnetic resonance imaging and evaluate its usability. This pilot study developed virtual reality educational content using the ADDIE (analysis, design, development, implementation, and evaluation) model. An educational needs assessment targeted 20 experts and patients at a tertiary hospital. The content developed included pre–magnetic resonance imaging nursing, the magnetic resonance imaging process, and post–magnetic resonance imaging nursing. In pre–magnetic resonance imaging nursing, patients completed consent forms and received preparation instructions. The magnetic resonance imaging process included the environment, vision, and noise experienced during the examination. Post–magnetic resonance imaging nursing included precautions. An additional 12 experts and patients subsequently participated in virtual reality implementation and evaluation. Virtual reality evaluation included survey and semistructured face-to-face individual interviews. It scored 96.5 points out of 100 in usability, with little difference between experts' and patients' evaluations. In the qualitative evaluation, virtual reality educational content was revealed to be a useful approach, and the final virtual reality educational content was completed by reflecting the improvements suggested by participants. The findings offer tangible benefits for both healthcare professionals and patients by addressing the challenges associated with magnetic resonance imaging procedures through innovative educational interventions using virtual reality technology. Virtual reality educational content can be used as a practical training method in clinical settings.
(AN 184974695); ISSN: 15382931
CINAHL Complete

Artificial intelligence-assisted focused cardiac ultrasound training: A survey among undergraduate medical students.

Thu, 01 May 2025 04:00:00 +0000

Ultrasound; 05/01/2025
Objectives: Focused cardiac ultrasound (FoCUS) is increasingly applied in many specialities, and adequate education and training of physicians is therefore mandatory. This study aimed to assess the impact of artificial intelligence (AI)-assisted interactive focused cardiac ultrasound (FoCUS) teaching session on undergraduate medical students' confidence level and knowledge in cardiac ultrasound. Methods: The AI-assisted interactive FoCUS teaching session was held during the 9th National Undergraduate Cardiovascular Conference in London in March 2023 and all undergraduate medical students were invited to attend, and 79 students enrolled and attended the training. Two workshops were conducted each over 3-hour period. Each workshop consisted of a theoretical lecture followed by a supervised hands-on session by experts, first workshop trained 39 students and the second workshop trained 40 students. The students' pre- and post-session knowledge and confidence levels were assessed by Likert-type-scale questionnaires filled in by the students before and immediately after the workshop. Results: A total of 61 pre-session and 52 post-session questionnaires were completed. Confidence level in ultrasound skills increased significantly for all six domains after the workshop, with the greatest improvement seen in obtaining basic cardiac views (p < 0.001 for all six domains). Students strongly agreed about the effectiveness of the teaching session and supported the integration of ultrasound training into their medical curriculum. Conclusions: AI-assisted interactive FoCUS training can be an effective and powerful tool to increase ultrasound skills and confidence levels of undergraduate medical students. Integration of such ultrasound courses into the medical curriculum should therefore be considered.
(AN 184909643); ISSN: 1742271X
CINAHL Complete

Prioritizing educational technologies for children with intellectual disabilities under fuzzy MCDM perspective.

Thu, 01 May 2025 04:00:00 +0000

Disability & Rehabilitation: Assistive Technology; 05/01/2025
Objectives: Children with intellectual disabilities struggled to perform basic tasks in the educational platform due to their deferred learning pace and individual challenges. To assist such needs, the child's individual education program (IEP) team, spearheaded by the school administrators, continues to offer supplementary educational technologies. However, selecting an appropriate technology does not follow an objective system, making the decision process tedious and unreliable. Therefore, this paper provides a new perspective on analyzing the educational technologies for children with intellectual disabilities with respect to design factors that also constitute the technical specifications and ergonomic principles of technology design. Method: To analyze the educational technologies, fuzzy best-worst method (BWM) and fuzzy technique for order of preference by similarity to ideal solution (TOPSIS) method are employed in a case study in the Philippines. Impact: Results reveal that user perception is the most important design factor to be considered when selecting educational technology for children with disabilities. Furthermore, the adaptive educational platform has been found to best fit the needs of children with autism. IMPLICATIONS FOR REHABILITATION: The paper provides priority weights to design factors involved in developing educational technologies for children with intellectual disabilities (i.e., ADHD, cerebral palsy, down syndrome, and autism). These priority weights can be utilized by school administrators, technology developers, and parents of children with intellectual disability in designing an educational technology that best fits the individual needs of these children. The suitability of the educational technologies (i.e., sensor-based AI systems, assistive AI robots, and adaptive educational platforms) is assessed according to the design factors. The paper specifically proposed a ranking of alternative educational technologies that can optimize learning and development among children with intellectual disabilities. Furthermore, such results can also overcome the learning limitations among children with intellectual disabilities.
(AN 185198478); ISSN: 17483107
CINAHL Complete

Use of Technologies in Promoting Adolescent Mental Health: A Scoping Review.

Thu, 01 May 2025 04:00:00 +0000

Creative Nursing; 05/01/2025
Introduction: Technologies such as mobile apps, online platforms, virtual reality, and artificial intelligence have been explored to support adolescent mental health. Issues of accessibility, effectiveness, privacy, and equity need to be assessed to determine the true impact of these technologies. This review offers insights for health-care professionals, researchers, and technology developers aiming to improve adolescents' mental wellbeing. Objectives: To map studies on the advantages of using educational technologies in the promotion of mental health for adolescents aged 10 to 19 years. Methodology: Scoping review using the Joanna Briggs Institute (JBI) methodology. The research was conducted in PubMed, Cumulative Index of Nursing and Allied Health (CINAHL) via EBSCO, and PsycINFO via EBSCO. Results: The JBI methodology guided the review, including information on title, authors, year, country, study type, objectives, and results. The review highlighted a range of technological interventions for adolescent mental health, such as apps for mood monitoring, online support platforms, computer-based cognitive behavioral therapy programs, and virtual reality interventions for anxiety. Discussion: The analysis showed potential benefits of using technologies in adolescent mental health, such as greater accessibility, convenience, and personalization. However, issues of privacy, security, and effectiveness need careful consideration. Conclusion: This review highlights the promising role of technologies in adolescent mental health. However, it is crucial to continue research to optimize the design, implementation, and evaluation of these interventions, ensuring their impact and effectiveness in improving adolescents' mental wellbeing.
(AN 185627697); ISSN: 10784535
CINAHL Complete

Digitale Förderung von Schriftspracherwerbsstörungen: Ein systematisches Review.

Thu, 01 May 2025 04:00:00 +0000

Forschung Sprache; 05/01/2025
Background: As digitalisation progresses, attempts are being made to implement digital solutions also in the area of reading and spelling difficulties. Aims: In order to present the current state of digitalisation approaches in literacy development, this systematic review summarises and analyses currently existing technology-based approaches and their evaluation studies. Methods: The systematic review is based on the requirements of the PRISMA statement. Intervention studies were included that investigated the effectiveness of digital literacy support for children with dif- ficulties in literacy acquisition. The systematic literature search was conducted in the electronic databases ERIC, GreenFILe, MEDLINE, PsycINFO and PSYNDEX. Results: Eighteen studies published in the last ten years were included in this review and classified according to their approaches. In addition, the implementation of the interventions and gamification were analysed. As a result, it was found that the majority of the support programs were designed to improve reading skills and their precursor skills, whereas spelling skills received much less attention. In addition, the majority of interventions worked with computers as the medium, mobile applications were rarely used. Furthermore, most studies evaluated digital solutions in the context of an individual or group intervention with adult support. Conclusions: Based on the subsequent discussion of the results, suggestions for further research and the development and evaluation of new digital support programmes can be derived.
(AN 185262356); ISSN: 21966818
CINAHL Complete

Key factors influencing educational technology adoption in higher education: A systematic review.

Tue, 29 Apr 2025 04:00:00 +0000

PLoS Digital Health; 04/29/2025
(AN 184832428); ISSN: 27673170
CINAHL Complete

Digital and artificial intelligence-assisted cephalometric training effectively enhanced students' landmarking accuracy in preclinical orthodontic education.

Thu, 24 Apr 2025 04:00:00 +0000

BMC Oral Health; 04/24/2025
Background: Digital cephalometric analyses, including those assisted by artificial intelligence (AI), are widely used in clinical practice. Similarly, computer-assisted learning has demonstrated teaching outcomes comparable to those of traditional methods in orthodontic education. However, the potential application of digital and AI-assisted cephalometric training in the preclinical education of orthodontic students remains unexplored. Cephalometric analysis is a fundamental skill for orthodontic students and practitioners. Therefore, this study aimed to integrate digital and AI-assisted cephalometric training into preclinical orthodontic education and evaluate its educational effectiveness. Methods: Forty undergraduate students were grouped into pairs to use digital cephalometric training software. The students' landmarking abilities were evaluated by comparing their total scores before and after training on the same two lateral radiographs using digital cephalometric training software. The effectiveness of the software in improving landmarking accuracy was assessed objectively. Lateral radiographs of eight common patient types were selected. Twenty-four clinical training students from different grades used an AI-assisted cephalometric platform to analyze skeletal, dental, and soft tissue indicators. The accuracy of the measurements was compared among students in different grades. Results: Digital cephalometric training, through real-time feedback and visual error-correction mechanisms, enabled students to quickly identify and correct errors in landmarking, significantly improving their accuracy. There was no significant difference in AI-assisted cephalometric analysis ability among students with varying levels of clinical experience. Conclusions: Digital cephalometric training effectively enhances students' landmarking accuracy in preclinical orthodontic education. AI-assisted cephalometry has the potential to minimize performance disparities among students with varying levels of clinical experience. Owing to the real-time feedback and self-directed learning features of digital tools, these technologies serve as valuable supplements to instructor-led training, potentially reducing educators' workload and accelerating skill acquisition in novice orthodontic students. However, these preliminary findings require further multicenter validation and long-term educational assessments while also considering the ethical implications of these technologies.
(AN 184705424); ISSN: 14726831
CINAHL Complete

Experiences of social support and the role of engagement in a digital educational support group for adolescent mothers' health in the Dominican Republic.

Mon, 21 Apr 2025 04:00:00 +0000

PLoS Digital Health; 04/21/2025
(AN 184633909); ISSN: 27673170
CINAHL Complete

Optimizing prediction of metastasis among colorectal cancer patients using machine learning technology.

Fri, 18 Apr 2025 04:00:00 +0000

BMC Gastroenterology; 04/18/2025
(AN 184598879); ISSN: 1471230X
CINAHL Complete

人工智能赋能护理教育的实践路径与展望.

Tue, 15 Apr 2025 04:00:00 +0000

Chinese Journal of Nursing Education; 04/15/2025
(AN 184610411); ISSN: 16729234
CINAHL Complete

静脉输液游戏的移动应用程序开发及教学应用研究.

Tue, 15 Apr 2025 04:00:00 +0000

Chinese Journal of Nursing Education; 04/15/2025
(AN 184610420); ISSN: 16729234
CINAHL Complete

Modeling AI-assisted writing: How self-regulated learning influences writing outcomes.

Tue, 01 Apr 2025 04:00:00 +0000

Computers in Human Behavior; 04/01/2025
Academic writing is essential to academic and professional success, yet remains a challenge for many students. Artificial intelligence (AI) offers a potential solution, but most research on that possibility has focused on final written products rather than on the writing process. This study helps to fill that gap by modeling how key variables interact in generative AI-assisted writing processes, based on survey data from 1073 postgraduate students from 21 countries studying in the UK. We used structural equation modeling to categorize AI use into three levels, from basic to advanced: 1) for technical support, 2) for text development, and 3) for transformation. Self-regulated learning (SRL) strategies positively predicted all three types of AI use. Notably, while the most advanced use of AI (i.e., for writing transformation) significantly enhanced outcomes including critical thinking, motivation, and writing quality, whereas the most basic use (for technical support) did not predict such outcomes. This study further revealed that AI self-efficacy and writing self-efficacy were significant antecedents of self-regulation, suggesting the importance of supporting students' self-efficacy in boosting self-regulation in AI use. This suggests that the key to writing-outcome improvement may not be to teach students different uses of AI, but to develop their self-regulation to the point that they can independently explore and apply advanced uses of this technology. • This study models AI-assisted writing processes. • Analysis based on survey data from 1073 postgraduates from 21 countries. • AI use in three levels: technical support, text development, transformation. • Self-regulated learning strategies positively predict all three types of AI use. • The key to improving writing outcomes lies in developing students' self-regulation.
(AN 182639747); ISSN: 07475632
CINAHL Complete

Exploring Pharmacists' Perceptions of Text-Based Artificial Intelligence in Resident and Student Education.

Tue, 01 Apr 2025 04:00:00 +0000

Hospital Pharmacy; 04/01/2025
Introduction: As artificial intelligence (AI) becomes increasingly integrated into various professional fields, understanding its impact on pharmacy education is crucial. This study explores pharmacists' perceptions of AI's role in enhancing educational and professional practices, particularly focusing on the generation of educational content and analytical tasks. Objectives: The primary objective was to assess pharmacists' concerns and perceived benefits regarding the use of AI in pharmacy education, examining variations across different age groups and years of practice. Methods: A cross-sectional survey was completed by 446 pharmacists who actively precept pharmacy residents and students. Respondents practiced across 35 states with over half (53.4%) being in Ohio. The survey included items on concerns about AI's quality and accuracy, human interaction, plagiarism, and its potential benefits in data analysis and research literature summarization. Responses were analyzed to identify trends across demographic categories, including age and years in practice. Results: Of the respondents, 67.9% expressed concerns about the quality and accuracy of AI-generated content, while 50.9% were concerned about plagiarism. Younger pharmacists (73.8% of those aged 20-29) showed heightened concern about accuracy compared to older groups (56.8% of those aged 60+). In contrast, 57.8% of respondents recognized AI's potential benefits for data analysis, with experienced pharmacists (>20 years in practice) being more likely to see these advantages (62.2%). Conclusion: The findings indicate a need for targeted educational strategies to address AI literacy and ethical use in pharmacy education. Integrating AI tools that support educational objectives while addressing these concerns could enhance the efficacy and acceptance of AI in pharmacy practice. Further research should explore the development of training programs that align with the evolving expectations and technological competencies of different pharmacist demographics.
(AN 183415220); ISSN: 00185787
CINAHL Complete

Children's Enlightenment Music Education Based on Digital Technology.

Tue, 01 Apr 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2025
Background: This paper represents an empirical study that examines the impact of specific teaching methods on the effectiveness of preschool music education. Objectives: The current study seeks to determine whether the integration of digital technology improves the music learning outcomes of preschoolers. Methods: The author compared the learning outcomes of junior (3–4 years) and senior (5–6 years) preschoolers and established the most effective teaching methods. The sample consisted of 90 children who attended a children's music education centre in Shanghai. The study used the observation method as well as specially developed criteria for assessing three main aspects of children's development: musical knowledge, emotional involvement, and creativity. Results and Conclusions: The findings of the study can be applied to preschool education settings, providing a basis for curriculum and educational policy development.
(AN 184016319); ISSN: 02664909
CINAHL Complete

Effects of Digital Game‐Based Learning on Student's Problem‐Solving Ability: A Three‐Level Meta‐Analysis.

Tue, 01 Apr 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2025
Background: Problem‐solving ability is an important skill for students to develop in the 21st century. Many previous studies have focused on the impact of diverse digital educational games on problem‐solving ability. However, there is inconsistency in the findings, with some studies reporting positive effects of digital game‐based learning (DGBL) on problem‐solving ability, while others either found no significant improvement or reported negative effects. Objectives: The objective of this study was to conduct a three‐level meta‐analysis to investigate the influence of DGBL on problem‐solving ability. Additionally, the study aimed to examine various moderating factors to explore the potential sources of inconsistency among the primary studies. Methods: Through a systematic literature search, 21 primary studies were identified, encompassing a total of 60 effect sizes. The analysis involved assessing the effectiveness of DGBL in enhancing students' problem‐solving ability and examining heterogeneity among the studies. Moderator analysis was also conducted to explore the impact of different factors on the effectiveness of DGBL. Results and Conclusions: The results indicated that DGBL could effectively enhance students' problem‐solving ability (g = 0.654), with significant heterogeneity observed among studies (Q = 858.358, p < 0.001). Furthermore, our findings suggested that studies focusing on the perception of problem‐solving ability (g = 1.498) yielded significantly larger effect size compared to studies focused on problem‐solving skill (g = 0.440). Moreover, combining relevant teaching strategies with DGBL (g = 1.246) resulted in a significantly better effect compared to using DGBL alone (g = 0.399). The analysis of moderating factors revealed that the effect size was significantly influenced by teaching strategy and problem‐solving construct. Other examined moderating factors did not show significant effects on the inconsistent findings.
(AN 184016301); ISSN: 02664909
CINAHL Complete

Fostering EFL Learners' Speaking Skills and Flow Experience With Video‐Dubbing Tasks: A Flow Theory Perspective.

Tue, 01 Apr 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2025
Background: The utilisation of video‐dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video‐dubbing tasks can lead to more innovative and effective speaking techniques in language courses. Whilst a growing body of research has examined the effectiveness of video‐dubbing tasks in terms of fostering English language learners' speaking skills, further empirical studies are required to explore their effectiveness specifically in the English as a foreign language (EFL) context. Objectives: To address this deficiency in the current literature, this study adopted a sequential explanatory mixed‐methods research design to explore the impact of video‐dubbing tasks on EFL learners' speaking skills, such as pronunciation, fluency, grammatical accuracy, vocabulary use, and flow experience. Methods: Sixty EFL learners at a language institute were randomly assigned to a dubbing class with 30 EFL learners and a comparison class with the same number of EFL learners. The learners in the dubbing class collectively chose videos on the internet, deleted their soundtracks, practised the speeches and conversations, developed an alternate soundtrack, incorporated the videos with their own soundtracks, submitted the dubbed videos for feedback, and presented the video‐dubbing tasks in the class. The comparison group engaged in in‐class viewing and discussion of English films. A speaking test and flow experience questionnaire were utilised to collect the necessary quantitative data, and an individual semi‐structured interview was conducted to gather the required qualitative data. Results and Conclusions: Two‐way repeated measures analysis of variance (ANOVA), a parametric test used to compare group means over time, was applied to analyse the quantitative data. The results revealed that both the dubbing and comparison classes improved the EFL learners' speaking skills; however, the dubbing group demonstrated significantly greater improvement than the comparison group. Moreover, the EFL learners reported experiencing a positive flow state—a deep state of focus and enjoyment—whilst completing the video‐dubbing tasks. The qualitative data, which corroborated the quantitative findings, further indicated that the learners perceived the video‐dubbing tasks as engaging, motivating, and beneficial for improving their speaking skills. Implications: The practical and pedagogical implications of integrating video‐dubbing tasks into EFL speaking courses are discussed in detail.
(AN 184016297); ISSN: 02664909
CINAHL Complete

Incorporating Computational Thinking Into Virtual Laboratories to Enhance Learning Motivation, Engagement, and Higher‐Order Thinking Skills.

Tue, 01 Apr 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2025
Background: Virtual laboratories are used to supplement or even replace physical laboratories in engineering education. Although these virtual laboratories allow students to learn foundational experimental skills, they do not provide the learners with the chance to develop higher‐order thinking skills (HOTS). Computational thinking (CT) is an approach to problem‐solving. Incorporating the CT approach into virtual laboratories to enhance problem‐solving skills and critical thinking skills is still understudied. Objectives: This study investigated the effect of incorporating the CT approach into virtual laboratories on the learning motivation, engagement, and HOTS of students. Methods: A quasi‐experimental study was conducted to investigate the impact of the proposed approach. Forty‐eight undergraduate electrical engineering students participated in this study. Pre‐ and post‐test questionnaire data on learning motivation, engagement, and HOTS were collected from both an experimental group that utilised virtual laboratories and a computational thinking approach and a control group that used virtual laboratories only. Results and Conclusions: The result of the quantitative analysis revealed that incorporating the CT approach into virtual laboratories resulted in a significant difference in learning motivation, engagement, and HOTS between the experimental and control groups. These findings point out that incorporating the CT approach into virtual laboratories positively affects the learning motivation, engagement, and HOTS of learners who are enrolled in practical courses.
(AN 184016315); ISSN: 02664909
CINAHL Complete

The Effect of Mind Map as a Prewriting Activity in Third Grade Elementary Students' Descriptive Narrative Creative Writing With a Writing E‐Portfolio.

Tue, 01 Apr 2025 04:00:00 +0000

Journal of Computer Assisted Learning; 04/01/2025
Background Study: The integration of mind maps as a prewriting activity has shown potential in enhancing students' writing skills, yet there is limited research focusing specifically on third‐grade elementary students' descriptive narrative creative writing within technology‐enhanced learning environments. The use of digital tools, such as writing e‐portfolios, has not been extensively explored in this age group, especially concerning their impact on continuous assessment and collaborative learning. Objectives: This study aims to investigate the effectiveness of mind maps as a prewriting activity in improving third‐grade students' writing performance. It seeks to measure enhancements in writing fluency, flexibility, originality, elaboration, and sensitivity. Additionally, the study evaluates the role of writing e‐portfolios in supporting continuous assessment and collaborative learning among students. Methods: Design: The study employed a quasi‐experimental design with two groups: an experimental group using mind maps and a control group. Instruments: Data collection instruments included pre‐ and post‐tests to assess writing performance, semi‐structured interview guides for qualitative data, and a digital platform for writing e‐portfolios. Data collection: Quantitative data were gathered through standardised writing assessments, while qualitative insights were collected via interviews and analysis of student writing e‐portfolio entries. Data analysis: Quantitative data were analysed using MANOVA and MANCOVA to identify differences between groups and to control for covariates. Linear regression analyses were conducted to determine the specific contributions of mind maps at different writing stages. Qualitative data were analysed to understand student's perspective on how mind map activities by using the Writing for Tomorrow system benefits their writing. Results: The results demonstrated significant improvements in the experimental group's writing performance across all measured categories, including fluency, flexibility, originality, elaboration, and sensitivity. The analysis highlighted the substantial benefits of mind maps, particularly during the drafting and revision stages. The study also found that the use of writing e‐portfolios provided valuable support for continuous assessment and facilitated collaborative learning among students. Conclusions: The findings suggest that incorporating mind maps as a prewriting activity can significantly enhance the descriptive narrative creative writing skills of third‐grade students. Moreover, the use of writing e‐portfolios contributes positively by offering a platform for continuous assessment and collaboration. This research underscores the importance of integrating visual and digital tools into elementary education to foster improved writing outcomes.
(AN 184016304); ISSN: 02664909
CINAHL Complete

ChatGPT in Adapted Physical Education: A Useful Tool That May Not Comply With All Individualized Elements Within Special Education.

Tue, 01 Apr 2025 04:00:00 +0000

JOPERD: The Journal of Physical Education, Recreation & Dance; 04/01/2025
While AI can be a powerful tool that provides an avenue for streamlining tasks and can enhance educational efforts, it is crucial that these tools are used in ethical and appropriate manners in order to uphold the civil and educational rights of children with disabilities.
(AN 184339937); ISSN: 07303084
CINAHL Complete

VoiceThread as a Portal to Enhanced Student Engagement and Performance in a Fundamentals Clinical Skills Lab Course.

Tue, 01 Apr 2025 04:00:00 +0000

Teaching & Learning in Nursing; 04/01/2025
• Implementing VoiceThread in a foundational nursing skills lab course enhanced student engagement and accountability among accelerated prelicensure BSN students from underrepresented racialized groups. • The combination of prelab readings and VoiceThread discussions helped students effectively connect theoretical knowledge with practical applications in a fundamentals clinical skills lab environment. • All students in the cohort passed their clinical skills check-offs on the first attempt, and over half of the course evaluations highlighted VoiceThread as a valuable part of their learning experience. This article explores the use of VoiceThread in a foundations of adult health skills lab course at a Historically Black College & University (HBCU) in central North Carolina. The intervention was implemented in a cohort of second-degree Accelerated prelicensure BSN students from underrepresented racialized groups. Weekly VoiceThreads were integrated into the clinical skills lab course to enhance student engagement, accountability, and readiness for hands-on practice. Pre-skills lab readings, including textbook chapters, research articles, and media, were assigned, and discussions on VoiceThread served as a "ticket to class." This approach effectively bridged theoretical knowledge with practical skills, fostering a more interactive and student-centered learning environment. Positive outcomes included increased student engagement, successful completion of clinical skills checkoffs on the first attempt, and positive feedback in course evaluations. This article demonstrates how VoiceThread can be a valuable tool in enhancing the learning experience of prelicensure nursing students.
(AN 184557282); ISSN: 15573087
CINAHL Complete

Meta-health: a national swot analysis for the development of a metaverse and virtual reality in health sciences education.

Tue, 01 Apr 2025 04:00:00 +0000

Teaching & Learning in Nursing; 04/01/2025
• Metaverse and virtual reality integration to enhance immersive learning in health sciences. • Identification of strengths, weaknesses, opportunities, and threats in the adoption of virtual reality technologies. • Proposal of strategies to overcome technological barriers in virtual reality implementation. The integration of virtual reality (VR) and the metaverse into health sciences education (HSE) offers immersive, interactive learning environments that simulate clinical scenarios. However, their adoption faces technological, pedagogical, and ethical challenges. To assess the feasibility, opportunities, and barriers to integrating VR and the metaverse into HSE through a national, multidisciplinary project. A multicenter qualitative study was conducted with 37 professionals from nine universities. Data were collected through discussion groups and analyzed using thematic and SWOT analyses. Themes such as technological barriers, educational benefits, and ethical concerns were identified. Key strengths include interdisciplinary expertise and institutional commitment to innovation. Weaknesses involve high costs and steep learning curves. Opportunities lie in enhancing skill acquisition, global collaboration, and virtual assessments. Threats include rapid technological changes and ethical considerations. The metaverse and VR have transformative potential for HSE, but challenges such as cost, training, and ethical standards must be addressed. Strategic investment and robust ethical frameworks are essential for their successful implementation.
(AN 184557317); ISSN: 15573087
CINAHL Complete

Infinite admissions: perspectives on building a holistic model for today and the future in the face of emerging AI technologies and a continuously changing admissions environment.

Tue, 01 Apr 2025 04:00:00 +0000

Journal of Dermatology for Physician Assistants; 04/01/2025
(AN 185084294); ISSN: 19389574
CINAHL Complete