Factors influencing the utilization of learning management system among aviation academy students

Recently, in the context of higher education, the use of Learning Management System (LMS) involving the application of Information Communication Technologies (ICT) has become Widespread. The LMS is actually a software based computer program that enables to design, manage and change different learning courses as student can learn quickly and effectively. Despite the advantages of LMS in enhancing the quality of learning, it is not fully utilized by Saudi students. Review of the related studies shows that although there is an enormous amount of research an online tools, only a few of them have investigated how Saudi students use the online tools found within LMS. The main purpose of the present study is to investigate the influence of external factors and mediators on Learning Management System utilization among the Saudi Academy of Civil Aviation (SACA) based on Unified Theory of Acceptance and Use of Technology (UTAUT) and Motivation Model Attention, Relevance, Confidence, and Satisfaction (ARCS). By reviewing the related literature, the influence of six factors on LMS utilization (performance expectancy, effort expectancy, social influence, facilitating conditions, motivation and behavioural intention to use) were examined. The present study was entirely quantitative with a descriptive design. The main instrument used was a questionnaire whose content validity was checked by a panel of experts. A pilot study was conducted on 30 students of SACA to assess the reliability of the instruments. The value of Cronbach’s alpha was from 0.81 to 0.93. The sampling technique was proportional stratified random sampling and the sample size was 167 SACA students. To analyse the data, descriptive statistics and the Structural Equation Modeling Technique were used.The finding of this study indicated that there was a high level of utilization of LMS (m = 3.54 with SD = 0.95) among the SACA students. The factors performance expectancy (m = 3.52 with SD = 0.60), effort expectancy (m = 3.49 with SD = 0.92), social influence (m=3.18 with SD=0.93), facilitating conditions (m = 3.36 with SD = 0.77), motivation (m=3.61 with SD= 0.94) and behavioural intention (m = 3.62 with SD = 1.04) were found to be high, whereas social influence was at moderate level (m = 3.18 with SD = 0.93). The results indicated that the motivation was shown to be the most salient factor influencing the use of LMS (β = .0375, p = .001), followed by facilitating conditions (β =.374, p = .027), effort expectancy (β = .321, p = .032) and social influence (β = .268, p = .044), while performance expectancy has not had any significant influence on LMS usage (β=.021; p =.752). Finally, the influence of motivation, facilitating conditions, effort expectancy and social influence on the use of LMS were found to be mediated by behavioural intention. The study proposes a model which can be utilized as a guide to facilitate future researches in related areas

Trauma-related pneumopericardium: A literature review

Trauma-related pneumopericardium (TRPP) is the collection of air in the pericardial space secondary to trauma, potentially leading to tension pneumopericardium (TPP) in which the entrapment of air generates sufficient pressure to compromise cardiac output leading to a life-threatening cardiac tamponade and circulatory failure. We aim to classify the diagnostic and therapeutic approaches of TRPP and the causes of the subsequent development of TPP. A computer-based search of all published reports on TRPP in the medical literature from database inception to March 2020, on MEDLINE, Ovid, and Scopus; analyzing the data regarding initial status at presentation, extent of injuries, diagnostic and treatment measures with the intention to have an understanding of the clinical behavior and management outcomes of TRPP. The search identified 84 published case reports of 105 patients with TRPP. In conclusion, TRPP leading to TPP is described in the literature as a condition that involves a young male who is subjected to blunt trauma, most commonly in a motor vehicle collision, presenting as a polytrauma patient in a state of shock and low systolic blood pressure, or possibly in cardiac arrest. In addition, he might have a tracheobronchial injury with or without pneumothorax or pneumomediastinum and might require mechanical ventilation

The prevalence of sedentary behavior among university students in Saudi Arabia

Abstract Background A considerable body of research has demonstrated that reducing sitting time benefits health. Therefore, the current study aimed to explore the prevalence of sedentary behavior (SB) and its patterns. Methods A total of 6975 university students (49.1% female) were chosen randomly to participate in a face-to-face interview. The original English version of the sedentary behavior questionnaire (SBQ) was previously translated into Arabic. Then, the validated Arabic version of the SBQ was used to assess SB. The Arabic SBQ included 9 types of SB (watching television, playing computer/video games, sitting while listening to music, sitting and talking on the phone, doing paperwork or office work, sitting and reading, playing a musical instrument, doing arts and crafts, and sitting and driving/riding in a car, bus or train) on weekdays and weekends. Results SBQ indicated that the total time of SB was considerably high (478.75 ± 256.60 and 535.86 ± 316.53 (min/day) during weekdays and weekends, respectively). On average, participants spent the most time during the day doing office/paperwork (item number 4) during weekdays (112.47 ± 111.11 min/day) and weekends (122.05 ± 113.49 min/day), followed by sitting time in transportation (item number 9) during weekdays (78.95 ± 83.25 min/day) and weekends (92.84 ± 100.19 min/day). The average total sitting time of the SBQ was 495.09 ± 247.38 (min/day) and 58.4% of the participants reported a high amount of sitting time (≥ 7 hours/day). Independent t-test showed significant differences (P ≤ 0.05) between males and females in all types of SB except with doing office/paperwork (item number 4). The results also showed that male students have a longer daily sitting time (521.73 ± 236.53 min/day) than females (467.38 ± 255.28 min/day). Finally, 64.1% of the males reported a high amount of sitting time (≥ 7 hours/day) compared to females (52.3%). Conclusion In conclusion, the total mean length of SB in minutes per day for male and female university students was considerably high. About 58% of the population appeared to spend ≥7 h/day sedentary. Male university students are likelier to sit longer than female students. Our findings also indicated that SB and physical activity interventions are needed to raise awareness of the importance of adopting an active lifestyle and reducing sitting time