Digital vs. Analog Learning—Two Content-Similar Interventions and Learning Outcomes

The digitization of classrooms has enormously changed teaching during the COVID-19 lockdowns. The rapid introduction of tablet classes subsequently raised questions about potential learning outputs, as only a few studies had produced quite contradicting outcomes. Consequently, our study was set up to monitor cognitive learning outcomes of conventional and digital teaching interventions by explicitly paying attention to short- and long-term knowledge retention rates. Both modules covered the very same classroom content in focusing on the curricular content of the forest ecosystem. Subjects were eighth-graders from seven Bavarian secondary schools (analog: n = 74; digital: n = 225). We analyzed the knowledge gained by applying a multiple-choice questionnaire (online, 25 items) in a pre–post-retention design. For the statistical analyses SPSS was used, and a Rasch analysis was based on the ACERQuest software (Version 2.1). The Rasch calibration of the ad hoc knowledge items assured solid scores (Rel = 0.72). Both interventions significantly increased knowledge (analog and digital: p d: danalog = 0.59, ddigital = 0.42) compared to the pre-test scores. Even after 6–9 weeks, there was no significant drop in the acquired knowledge scores (analog: p = 0.619; digital: p = 0.092) compared to the immediate post-test observed. Furthermore, there was no significant difference between the knowledge levels reached after both interventions. The knowledge scores showed typical learning profiles of earlier studies including its consistency even after several weeks. Since no significant differences appeared for the knowledge gain of both groups, the kind of teaching seemingly does not originate any influence independent of participation in the digital or analog module. The same seems to be valid for notebook entry options

Correlative Imaging of Melanosoms with Ptychography, X-ray Fluorescence and Light Microscopy

The nature of retinal shielding pigment in the larval eyes of the midge Clunio marinus was studied by high resolution scanning X-ray fluorescence (XRF) analysis correlated with light microscopy and scanning coherent X-ray diffractive imaging (Ptychography). Clunio is known as a unique model system to decipher mechanisms underlying the complex moon-related rhythms. Shielding pigment granules within the photoreceptor cells of their primitive eyes (ocelli) have been shown to change appearance in the same rhythm [1]. The larvae are equipped with simple pigment-cup eyes (ocelli) in which the dense shielding pigment permits light access to the photosensitive rhabdomers only through a narrow pinhole resulting in a diffuse image of the environment. The pigment cup of these eyes becomes transparent during full moon [2]. Within the photoreceptor cells of the ocelli, melanin containing melanosomes form shielding pigment granules. Melanin is a nearly universally occurring pigment in different organisms and organ systems with several known functions; not only as shield against bright light (especially UV-light), but also as reservoir or sink of excessive amounts of metals, and as a component of the immune system [3]. Trace metals have been shown to be indicators of certain steps of melanogenesis. The aim of this study is to combine different non-destructive microscopy techniques to analyse the process of melanogenesis with single melanin granule-resolution