Objects, worlds, and students: virtual interaction in education

The main aim of this study is to form a complete taxonomy of the types of interactions that relate to the use of a virtual world for engaging learning experiences, when blended and hybrid learning methods are to be used. In order to investigate this topic more accurately and effectively, we distinguish four dimensions of interactions based on the context in which these occur, and the involved parts: in-world and in-class, user-to-user and user-to-world interactions. In order to conduct investigation into this topic and form a view of the interactions as clear as possible, we observed a cohort of 15 undergraduate Computer Science students while using an OpenSim-based institutionally hosted virtual world. Moreover, we ran a survey where 50 students were asked to indicate their opinion and feelings about their in-world experience. The results of our study highlight that educators and instructors need to plan their in-world learning activities very carefully and with a focus on interactions if engaging activities are what they want to offer their students. Additionally, it seems that student interactions with the content of the virtual world and the in-class student-to-student interactions, have stronger impact on students’ engagement when hybrid methods are used

Learner experience in hybrid virtual worlds: interacting with pedagogical agents:Proceedings of the 11th International Conference on Computer Supported Education - (Volume 2)

Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity but mainly focusing on the interactions that take place within the virtual world. However, in non-distance learning contexts, where students not only share the virtual but also the physical space, different types of interplay can be observed. In this paper, we classify these ‘hybrid’ interactions and further correlate them with the impact that the instructional design decisions have on motivation and engagement. In particular, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with Computer Science and Technology students participating in the study, whilst, the chosen instructional design approach included the employment of different Pedagogical Agents who aimed at increasing the incentives for interaction and therefore, engagement. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students

Objects, worlds, and students: virtual interaction in education

The main aim of this study is to form a complete taxonomy of the types of interactions that relate to the use of a virtual world for engaging learning experiences, when blended and hybrid learning methods are to be used. In order to investigate this topic more accurately and effectively, we distinguish four dimensions of interactions based on the context in which these occur, and the involved parts: in-world and in-class, user-to-user and user-to-world interactions. In order to conduct investigation into this topic and form a view of the interactions as clear as possible, we observed a cohort of 15 undergraduate Computer Science students while using an OpenSim-based institutionally hosted virtual world. Moreover, we ran a survey where 50 students were asked to indicate their opinion and feelings about their in-world experience. The results of our study highlight that educators and instructors need to plan their in-world learning activities very carefully and with a focus on interactions if engaging activities are what they want to offer their students. Additionally, it seems that student interactions with the content of the virtual world and the in-class student-to-student interactions, have stronger impact on students’ engagement when hybrid methods are used

Increasing student engagement through virtual interactions: how?

Our ongoing research is focusing on identifying and taxonomising the elements and the factors that affect learner engagement with virtual worlds when hybrid virtual learning models are used. Our main hypothesis links learner engagement with interactions, both in the virtual world and in the physical classroom. In order to examine this subject, there is an elaboration on and consideration of aspects such as the learners’ prior experiences in the use of virtual worlds, their preconceptions about using them as a learning tool and the impact that the instructional designers’ choices have on enhancing the opportunities for interactions. In this paper, we examine the impact that the orientation process has on university students who study computer science and have almost no experience in the use of virtual worlds. Our findings suggest that the orientation process contributed positively to students’ smooth induction and that resulted in having meaningful and engaging interactions. Furthermore, students’ simultaneous coexistence in both environments eliminated the drawbacks of each educational approach and broadened the network of interactions

Proceedings of the 11th International Conference on Computer Supported Education - (Volume 2)

Studies related to the Virtual Learning approach are conducted almost exclusively in Distance Learning contexts and focus on the development of frameworks or taxonomies that classify the different ways of teaching and learning. Researchers may be dealing with the topic of interactivity but mainly focusing on the interactions that take place within the virtual world. However, in non-distance learning contexts, where students not only share the virtual but also the physical space, different types of interplay can be observed. In this paper, we classify these ‘hybrid’ interactions and further correlate them with the impact that the instructional design decisions have on motivation and engagement. In particular, a series of experiments were conducted in the context of different Hybrid Virtual Learning units, with Computer Science and Technology students participating in the study, whilst, the chosen instructional design approach included the employment of different Pedagogical Agents who aimed at increasing the incentives for interaction and therefore, engagement. The conclusions provide suggestions and guidelines to educators and instructional designers who wish to offer interactive and engaging learning activities to their students.open access CC BY-NC-ND 4.

The autotaxin-LPA2 GPCR axis is modulated by γ-irradiation and facilitates DNA damage repair

In this study we characterized the effects of radiation injury on the expression and function of the autotaxin (ATX)-LPA2 GPCR axis. In IEC-6 crypt cells and jejunum enteroids quantitative RT-PCR showed a time- and dose-dependent upregulation of lpa2 in response to γ-irradiation that was abolished by mutation of the NF-κB site in the lpa2 promoter or by inhibition of ATM/ATR kinases with CGK-733, suggesting that lpa2 is a DNA damage response gene upregulated by ATM via NF-κB. The resolution kinetics of the DNA damage marker γ-H2AX in LPA-treated IEC-6 cells exposed to γ-irradiation was accelerated compared to vehicle, whereas pharmacological inhibition of LPA2 delayed the resolution of γ-H2AX. In LPA2-reconstituted MEF cells lacking LPA1&3 the levels of γ-H2AX decreased rapidly, whereas in Vector MEF were high and remained sustained. Inhibition of ERK1&2 or PI3K/AKT signaling axis by pertussis toxin or the C311A/C314A/L351A mutation in the C-terminus of LPA2 abrogated the effect of LPA on DNA repair. LPA2 transcripts in Lin(-)Sca-1(+)c-Kit(+) enriched for bone marrow stem cells were 27- and 5-fold higher than in common myeloid or lymphoid progenitors, respectively. Furthermore, after irradiation higher residual γ-H2AX levels were detected in the bone marrow or jejunum of irradiated LPA2-KO mice compared to WT mice. We found that γ-irradiation increases plasma ATX activity and LPA level that is in part due to the previously established radiation-induced upregulation of TNFα. These findings identify ATX and LPA2 as radiation-regulated genes that appear to play a physiological role in DNA repair

Increasing student engagement through virtual interactions: how?

Our ongoing research is focusing on identifying and taxonomising the elements and the factors that affect learner engagement with virtual worlds when hybrid virtual learning models are used. Our main hypothesis links learner engagement with interactions, both in the virtual world and in the physical classroom. In order to examine this subject, there is an elaboration on and consideration of aspects such as the learners’ prior experiences in the use of virtual worlds, their preconceptions about using them as a learning tool and the impact that the instructional designers’ choices have on enhancing the opportunities for interactions. In this paper, we examine the impact that the orientation process has on university students who study computer science and have almost no experience in the use of virtual worlds. Our findings suggest that the orientation process contributed positively to students’ smooth induction and that resulted in having meaningful and engaging interactions. Furthermore, students’ simultaneous coexistence in both environments eliminated the drawbacks of each educational approach and broadened the network of interactions

Laparoscopy in management of appendicitis in high-, middle-, and low-income countries: a multicenter, prospective, cohort study.

BACKGROUND: Appendicitis is the most common abdominal surgical emergency worldwide. Differences between high- and low-income settings in the availability of laparoscopic appendectomy, alternative management choices, and outcomes are poorly described. The aim was to identify variation in surgical management and outcomes of appendicitis within low-, middle-, and high-Human Development Index (HDI) countries worldwide. METHODS: This is a multicenter, international prospective cohort study. Consecutive sampling of patients undergoing emergency appendectomy over 6 months was conducted. Follow-up lasted 30 days. RESULTS: 4546 patients from 52 countries underwent appendectomy (2499 high-, 1540 middle-, and 507 low-HDI groups). Surgical site infection (SSI) rates were higher in low-HDI (OR 2.57, 95% CI 1.33-4.99, p = 0.005) but not middle-HDI countries (OR 1.38, 95% CI 0.76-2.52, p = 0.291), compared with high-HDI countries after adjustment. A laparoscopic approach was common in high-HDI countries (1693/2499, 67.7%), but infrequent in low-HDI (41/507, 8.1%) and middle-HDI (132/1540, 8.6%) groups. After accounting for case-mix, laparoscopy was still associated with fewer overall complications (OR 0.55, 95% CI 0.42-0.71, p < 0.001) and SSIs (OR 0.22, 95% CI 0.14-0.33, p < 0.001). In propensity-score matched groups within low-/middle-HDI countries, laparoscopy was still associated with fewer overall complications (OR 0.23 95% CI 0.11-0.44) and SSI (OR 0.21 95% CI 0.09-0.45). CONCLUSION: A laparoscopic approach is associated with better outcomes and availability appears to differ by country HDI. Despite the profound clinical, operational, and financial barriers to its widespread introduction, laparoscopy could significantly improve outcomes for patients in low-resource environments. TRIAL REGISTRATION: NCT02179112

Pooled analysis of who surgical safety checklist use and mortality after emergency laparotomy

Background: The World Health Organization (WHO) Surgical Safety Checklist has fostered safe practice for 10 years, yet its place in emergency surgery has not been assessed on a global scale. The aim of this study was to evaluate reported checklist use in emergency settings and examine the relationship with perioperative mortality in patients who had emergency laparotomy. Methods: In two multinational cohort studies, adults undergoing emergency laparotomy were compared with those having elective gastrointestinal surgery. Relationships between reported checklist use and mortality were determined using multivariable logistic regression and bootstrapped simulation. Results: Of 12 296 patients included from 76 countries, 4843 underwent emergency laparotomy. After adjusting for patient and disease factors, checklist use before emergency laparotomy was more common in countries with a high Human Development Index (HDI) (2455 of 2741, 89⋅6 per cent) compared with that in countries with a middle (753 of 1242, 60⋅6 per cent; odds ratio (OR) 0⋅17, 95 per cent c.i. 0⋅14 to 0⋅21, P &lt; 0⋅001) or low (363 of 860, 42⋅2 percent; OR 0⋅08, 0⋅07 to 0⋅10, P &lt; 0⋅001) HDI. Checklist use was less common in elective surgery than for emergency laparotomy in high-HDI countries (risk difference −9⋅4 (95 per cent c.i. −11⋅9 to −6⋅9) per cent; P &lt; 0⋅001), but the relationship was reversed in low-HDI countries (+12⋅1 (+7⋅0 to +17⋅3) per cent; P &lt; 0⋅001). In multivariable models, checklist use was associated with a lower 30-day perioperative mortality (OR 0⋅60, 0⋅50 to 0⋅73; P &lt; 0⋅001). The greatest absolute benefit was seen for emergency surgery in low-and middle-HDI countries. Conclusion: Checklist use in emergency laparotomy was associated with a significantly lower perioperative mortality rate. Checklist use in low-HDI countries was half that in high-HDI countries