bluuebunny/crossref_metadata_2025_split huggingface dataset:
Comparison of compliance among patients with pediatric amblyopia undergoing virtual reality-based and traditional patching method training
Authors: Li Li , Xue Hailan , Lai Taichen , Xue Ying , Luo Gang 
Published: October 2022

IntroductionThis study aimed to compare compliance between pediatric patients with amblyopia undergoing a smartphone virtual reality-based training method (EYEBIT) and those receiving traditional patching method training.MethodsA crossover design was adopted in this study. The enrolled children (n = 76) were randomized into the traditional patching and EYEBIT training method groups. The patients received training methods once a day for 2 h and 1 h in the patching and EYEBIT groups, respectively. Follow-up assessments involved interviews with parents regarding children's compliance and questionnaire-based interviews with children; compliance rating was compared between the methods.ResultsAll children completed the training and follow-up assessments. There were significant differences in parent and children compliance-related behavior and attitudes between the two training methods (p &lt; 0.05). The EYEBIT method was associated with better compliance than the traditional patching method. Significant correlations were observed among compliance components in both methods. In the correlation analysis between the two groups, the research results showed that in the EYEBIT group, the correlation between children's compliance behaviors and children's compliance attitudes, the correlation between children's compliance behaviors and parents' compliance behaviors, and the correlations between children's compliance attitudes and parents' compliance attitudes were all negatively correlated, and in the traditional patching group, the above three correlation analysis results were all positive.ConclusionThe use of the EYEBIT method may improve compliance in children with amblyopia; this method appears acceptable to the parents of children with amblyopia.
Piloting web-based structural competency modules among internal medicine residents and graduate students in public health
Authors: Nguemeni Tiako Max Jordan , Rahman Farah , Sabin Janice , Black Aba , Boatright Dowin , Genao Inginia 
Published: October 2022

IntroductionFewer than half of internal medicine program directors report any health disparities curriculum. We piloted a web-based healthcare disparities module among internal medicine (IM) residents to test effectiveness and feasibility, compared to a convenient sample of graduate students enrolled in a public health equity course.MethodsIM residents participated in an in-person session (module 1: introduction to racial and ethnic health disparities), but first, they completed a pre-module knowledge quiz. Two weeks later, they completed module 2: “unconscious associations” and a post-module knowledge quiz. For the control arm Yale School of Public Health (YSPH) students enrolled in a course on health disparities completed the pre-module knowledge quiz, module 1, and 2 as required by their course instructor.ResultsForty-nine IM residents and 22 YSPH students completed the pre-module quiz and Module 1. The mean (SD) score out of 25 possible points for the IM residents on the pre-module quiz was 16.1/25 (2.8), and 16.6/25 (3.2) for YSPH students, with no statistically significant difference. Nineteen residents (38.8%) completed the post-module quiz with a mean score of 16.7/25 (2.2), Hedge's g =0.23, compared to 18 (81.8%) YSPH students, whose mean (SD) score was 19.5/25 (2.1), Hedge's g=1.05. YSPH students' post-module quiz average was statistically significantly higher than their pre-module test score, as well as the residents' post-module test (P &lt; 0.001). In examining participants' responses to specific questions, we found that 51% (n = 25) of residents wrongly defined discrimination with an emphasis on attitudes and intent as opposed to actions and impact, compared to 22.7% (n = 5) YSPH students before the module, vs. 63.2% (n = 12) and 88.9% (n = 16) respectively after.ConclusionAfter completing a healthcare disparities course, graduate students in public health saw greater gains in knowledge compared to IM residents. Residents' responses showed knowledge gaps such as understanding discrimination, and highlight growth opportunity in terms of health equity education. Furthermore, embedding health equity education in required curricular activities may be a more effective approach.
Positive mental health in Slovenia before and during the COVID-19 pandemic
Authors: Vinko Matej , Mikolič Petra , Roškar Saška , Jeriček Klanšček Helena 
Published: October 2022

BackgroundMental health has been heavily affected during the COVID-19 pandemic. In this study we compared the prevalence of flourishing and languishing mental health during the pandemic and examined which factors are associated with either category of positive mental health respectively.MethodsData from two cross-sectional surveys with nationally representative samples of adult population in Slovenia conducted in 2019 (n = 9,047) and in 2021 (n = 3,429) are used. Positive mental health was measured with Mental Health Continuum–Short Form instrument. Logistic regression was used to examine the associations between flourishing and languishing mental health and relevant COVID-19 specific and other health-related factors.ResultsThere was a substantial decrease in the prevalence of flourishing and an increase in the prevalence of languishing mental health during the pandemic. Distribution of both flourishing and languishing mental health followed the socio-economic gradient. Resilience, COVID-19 literacy and changes in family relations, social interactions, and dietary habits were associated with both flourishing and languishing mental health.ConclusionPositive mental health of the population worsened during the pandemic, more so in traditionally disadvantaged populations. Public health efforts need to be focused appropriately with an increased emphasis on strengthening resilience and health literacy.
Determinants of default from full completion of vaccination among children between 12 and 23 months old in Yilmana Densa district, west Gojam zone, Ethiopia, 2019
Authors: Mekuria Desalegn Koyto , Hailu Getachew , Bedimo Melkamu , Tefera Alemu Adela 
Published: October 2022

BackgroundVaccination is one of the best cost-effective public health interventions to safeguard children from vaccine-preventable diseases. In Ethiopia, the prevalence of default to the full completion of child immunization is high. However, the determinants of default to full completion have not been thoroughly investigated in this study area. Therefore, this study assessed the determinants of default to the full compilation of vaccination among children between 12 and 23 months old in Yilmana Densa District, west Gojam, northwest Ethiopia.MethodsA community-based unmatched case-control study design was employed in the Yilmana Densa district among 343 (111 cases and 232 controls) randomly selected 12–23 months old children. Face-to-face interviews were used to collect data using a multistage sampling method. For analysis, data were entered into epidata version 3.1 and exported to SPSS 23 software. Descriptive analysis followed by binary and multivariable logistic regression analysis was conducted. The statistical significance was declared at a p-value of 0.05.ResultThis study identified that mothers who had not attended ANC follow-up [AOR = 5.55, 95% CI: (1.789–17.217)], mothers who had not gotten information about vaccinations [AOR = 8.589, 95% CI: (4.414–16.714)], and mothers whose time taken to reach vaccination site is more than 39 min were at higher risk to default from completion of vaccination [AOR = 3.252, 95% CI: (1.952–5.417)]. Furthermore, maternal waiting time (&gt;45 min) for child vaccination [AOR = 2.674, 95% CI: (1.517–4.714)] and home delivery [AOR 3.19, 95% CI: (1.751–5.814)] were risk factors to default child from full completion of vaccination.ConclusionMothers delivered at home, mothers not attending ANC follow-up, mothers who did not get health information about the vaccine, mothers taking longer time to reach the vaccination site, and staying longer time for child vaccination are causes of default. Motivated institutional delivery services utilization is recommended. The district office should consider the distribution of vaccination sites by the opening of new outreach site to reduce the waiting time of mothers.
Radiographic risk factors for degenerative lumbar spondylolisthesis: A comparison with healthy control subjects
Authors: Wang Zheng , Tian Yonghao , Li Chao , Li Donglai , Ibrahim Yakubu , Yuan Suomao , Wang Xia , Tang Juan , Zhang Shijun , Wang Lianlei , Liu Xinyu 
Published: October 2022

ObjectiveTo evaluate the radiologic parameters of degenerative lumbar spondylolisthesis (DLS) and determine the radiographic risk factors for DLS by making comparisons with healthy control subjects.MethodsSeventy-five patients with L4/5 DLS (Meyerding grade I) and 53 healthy control subjects were analyzed. The L1-S1 disc height index (DHI), L4/5 facet joint angle (FJA), and relative cross-sectional area (RCSA) of paravertebral muscles were measured in both groups. The initial L4/5 DHI (iDHI) before the onset of DLS were estimated based on the L3/4 DHI of the DLS group and DHI of the control group. The sagittal parameters of DLS were also included in this study.ResultsThe DHI of L4/5 was lower in the DLS group than in the control group (P &lt; 0.05), but the DHI of the L1-L4 segments were much higher than in the control group (P &lt; 0.05). The initial L4/5 DHI and FJA of the DLS group were significantly higher than those of the control group (P &lt; 0.05). The RCSA of the paravertebral muscles were smaller in the DLS group than in the control group (P &lt; 0.05). Binary logistic regression analysis showed that iDHI, FJA, and RCSA of the total paraspinal muscles were risk factors for DLS. The cutoff values for iDHI, FJA, and RCSA were 0.504, 56.968°, and 1.991 respectively. The iDHI was associated with lumbar lordosis (LL), while L4/5 DHI was associated with the RCSA of the multifidus muscle and psoas major muscle (P &lt; 0.05).ConclusionA large initial lumbar disc height, large FJA, and paravertebral muscle atrophy may be risk factors for DLS.
Genetic Mechanism of Tissue-Specific Expression of PPAR Genes in Turbot (Scophthalmus maximus) at Different Temperatures
Authors: Wang Xinan , Zhao Tingting , Ma Aijun 
Published: October 2022

In this study, we used PCR to measure the levels of the peroxisome proliferator activated receptor genes PPARα1, PPARα2, PPARβ, and PPARγ in the intestine, liver, gill, heart, kidney, brain, muscle, spleen, skin, and stomach of turbot (Scophthalmus maximus) cultured under different temperature conditions (14, 20, 23, 25, and 28 °C). We used split-split-plot (SSP) analysis of variance, additive main effects and multiplicative interaction (AMMI) analysis, and genotype main effects and genotype × environment interaction (GGE) biplot analysis to evaluate the genotype × tissue interaction effects on gene expression. The results of the SSP analysis of variance showed that temperature and tissue × gene have highly significant (p < 0.01) effect on the expression of S. maximus PPAR genes. The AMMI analysis results revealed that the expression of PPAR genes at the appropriate temperature (14 °C) mainly depended on genotype × tissue interaction and tissue effects. Under stress temperatures, genotype effects, tissue effects, and genotype × tissue interaction, all had significant effects on the expression of PPAR genes. The contribution of the genotype effect slowly increased with increasing temperature; it increased faster at 20 °C and then slowly declined at 25 °C. The contribution of the tissue effect slowly increased from 14 to 20 °C, where it sharply decreased, and then it stabilized after a slight fluctuation. The contribution of the genotype × tissue interaction effect showed a fluctuating upward trend throughout the experiment, and it had a significant impact on PPAR gene expression. The key temperature at which the three effects changed was 20 °C, indicating that it is the limit temperature for active lipid metabolism under high-temperature stress. The GGE biplot analysis results showed that under suitable water temperature, the expression difference of PPAR genes in the liver was the largest; at 20 and 23 °C, the expression difference in the gill was the largest; and at 25 and 28 °C, the expression difference in the brain was the largest. Overall, our results suggest that the mechanism responsible for PPAR gene expression under the three high temperatures (23, 25, and 28 °C) was relatively consistent, but it differed from that at 20 °C.
Energy efficiency through analysis of the contracted demand, consumption and framework group “A” tariff: case study at IFPA Parauapebas campus
Authors: Silva e Serpa Francisco , Da Cunha Ricardo Alex Dantas , Nascimento Lucas Araújo 
Published: October 2022

Waste of electricity in public educational institutions is alarming. The agency Electric Energy National (ANEEL) published in October 2016 through the call 01/2016 to electricity distributors, which aims, among other objectives, to invest in efficiency energy and mini-generation in institutions, which evidences the absence of strategic energy management and the lack of a culture of optimizing energy resources. Thus, this work may help in the search for the minimization of electrical energy waste and public resources in the institutions, as it will propose an efficient framework methodology tariff system, able to assess and adjust demand contracted (kW). The methodology consists of achieving the energy efficiency, through demand analysis, tariff framework and energy consumption electricity, in the consumer unit, in particular to the study case study of the Federal Institute of Pará – Campus Parauapebas (IFPA), through the analysis of invoices monthly electricity bills and the basis of the resolutions and rules on the types of tariffs for electrical energy from groups A4. With that, it is expected to adjust the contracted load demand (kW). and crave cost reduction for the Public Administrationproviding a practical form of analysis and indication of the best tariff framework for the group studied, and thereby achieve sustainable consumption and efficient electricity contracts.
Case Study on VR Empathy Game: Challenges with VR Games Development for Emotional Interactions with the VR Characters
Authors: Muravevskaia Ekaterina , Gardner-McCune Christina 
Published: October 2022

Empathy development in young children (6 to 9 years old) sets a foundation for emotional regulation and social skills for children’s futures. Researchers from the fields of virtual reality (VR) and game design highlight the potential of VR technologies as a great tool to promote empathy. However, there is little empirical and systematic knowledge on how to use VR technology to help promote empathy in young children. To address this gap, we developed a VR Empathy Game prototype to explore how VR experiences can inculcate empathy development in young children. To evaluate this prototype, we conducted a qualitative study with 15 children from 6 to 9 years old. We used an interpretive case study to provide an in-depth understanding of children’s experiences with the VR Empathy Game. To guide participant selection, we used a purposeful sampling approach and intentionally included K-3 children with different empathy and social skills levels.

This paper describes one case representing a challenge that children with a low level of empathy can experience while playing the VR Empathy Game. This case explains the game experience of a seven-year-old boy, Gabe. The case is entitled: “The VR Empathy Game Experience with a Focus on Exploring the Environment and Looking for Clues.” Gabe confused intrinsic and extrinsic game goals and played the game focusing only on the VR environment. He perceived the game characters as an information source rather than building relationships with them unlike the children with a higher level of empathy. This case represents the group of four boys who participated in our study. In comparison with other participants, Gabe’s case provided very little evidence of noticing the characters' emotions. Our findings suggest that game designers should provide additional scaffolding for children with little levels of empathy, including additional reflective questions and reminders to interact with the characters. We also suggest a follow-up study exploring how different storylines would help children’s game experience.
Is a Board Game Suitable for Teaching Complex Natural Systems? Yes
Authors: Morel Maris , Terasmaa Jaanus , Jesmin Triinu 
Published: October 2022

The quality of people’s daily lives is dependent on the functioning of natural systems - ecosystem services. These services are essential for social and economic development of our society and for ensuring the well-being of humans. This dependency is not easily understandable, as it is non-linear. The use of games has been proven a successful method in teaching complex systems. Games can improve, besides knowledge, students’ social and academic achievement, promote students’ motivation, improve their critical thinking and co-operation skills. In this research we assessed how an ecosystem services themed board game „End of the World Begins in Kurtna” supports students’ ability to understand the relationship between humans and nature. We evaluated the game’s potential as an educational tool to foster better comprehension of the concept of ecosystem services. To validate the game’s usability and learning value, game sessions were conducted with more than a hundred students. To collect their knowledge about both ecosystem services and nature, their attitudes towards the game and their subjective assessment of their own knowledge, pre-test and post-test questionnaires were used and the data was analysed using mixed methods. The results present that the game enhances the understanding of relations between humans and nature and helps to notice causality related to the subject. The game makes players perceive the human impact on nature and creates a positive attitude towards protecting the natural environment. The majority of respondents found the game to be interesting and engaging. Since interest and engagement are closely related to motivation we conclude that the game also has a positive effect on learning motivation. We conclude that board games can be suitable means for understanding complex terms such as ecosystem services. The game is applicable for enriching natural science education and is a good supporting material for teaching. However, since we did not measure knowledge retention over a long period of time we cannot confirm the game’s ability to enable deeper understanding of the subject.
Keywords: ecosystem services, board game, natural sciences, GBL, educational games
The Effectiveness of Playful Augmented Reality Media for Teaching Early-Primary Students
Authors: Fadhli Muhibuddin , Purnomo Rochmat , Utami Deka Dyah , Hastuti Betaria NAE , Mahon4 Dominic , Masters Alex 
Published: October 2022

Hybrid learning has become the only solution to ensure the learning process still occurs in place of traditional classroom activities during the Covid-19 pandemic. Following this condition, the phenomenon of "Zoom Fatigue" has emerged. Some of the symptoms reported are decreased learning motivation, low attention, and reduced responses. Thus, a refresher process, including the use of new playful and frugal learning media is necessary for varying children's learning activities. A learning intervention was designed to teach anatomy playfully as part of a biology curriculum. The Augmented Reality technology used in this research is a Humanoid 4D+ mobile application with flashcards, developed by Octagon Studio. This media displays information virtually on a smartphone screen when the application uses the camera to scan flashcards containing visual markers. A hybrid learning space is formed as students can see information virtually. But, physically, they are in control because they run applications and choose the type of flashcard they want to scan.
The research was undertaken in several learning parks in Solo City, Central Java Province, Indonesia, with a total of 43 volunteer teachers and 132 early primary students participating. Previously, the ACES team (part of a UKRI funded project) had provided online training on the use of this media with teachers. Each teacher would then implement the media for all students in each learning park. The teachers demonstrate the media and each student takes turns running the application to view information virtually, therefore experiencing interactive learning. The qualitative approach was conducted for capturing teachers’ perceptions of Augmented Reality media. A survey using the JISC online platform was distributed to capture participants’ reflections on the activities and media used. Based on findings, the media appears beneficial, effective, and efficient for teaching anatomy concepts. Its virtual features can attract the children’s attention and teachers do not need to bring a lot of physical teaching aids, just one application to explain all organ system concepts. Students can learn playfully on their own and feel new learning experiences. The results indicated that the intervention could create playful and frugal activities which build student engagement as a potential solution to address issues of Zoom Fatigue. The next stage of the project will involve volunteer teachers implementing the technology more widely in their classes.
Missions with Monty: A Game-Based Learning Environment to Promote Comprehension Monitoring and Science Achievement
Authors: Sperling Rayne , Nietfeld John , Syal Samira , Young Taylor 
Published: October 2022

While game-based learning environments (GBLE) are an increasingly popular means to engage learners, there remains limited research on the benefits of GBLEs for students’ learning and metacognitive skills in classroom contexts. Missions with Monty is a GBLE developed to engage students as they learn comprehension strategies to support their scientific literacy with targeted Next Generation Science Standards content. The current missions focus on ecosystems, earth and human activity, molecules, and organisms. Students navigate through the game to solve challenges that require the application and transfer of science knowledge. One primary and unique focus of Missions with Monty is to benefit students’ metacognition through comprehension monitoring. Comprehension monitoring is an essential strategy to support literacy and is measured through students’ accuracy in rating their performance on comprehension items. In the game, students are explicitly taught and subsequently practice essential comprehension monitoring strategies. Additional key educational outcomes for students playing Missions with Monty include reading achievement, science knowledge, and transfer of science learning.
In this study we examined 10 and 11 year old students’ outcomes as they either played the game (n = 144) or learned the content via a computer-based learning environment (CBLE) without game elements in a comparison condition (n = 80) within classrooms of diverse learners in the United States. Significant gains for science learning were found across conditions, (t(223) = 13.67, p <.001). The primary research question of interest focused on whether students who played Missions with Monty were better able to monitor their understanding of science text after playing the game and therefore we compared monitoring, as measured by bias and accuracy, before and after the game play. Effective metacognition is demonstrated by low bias and high accuracy. Findings revealed that both conditions demonstrated improved bias (t(223) = 4.44, p < .001) and accuracy (t(223) = 11.81, p < .001). Thus, students were better able to monitor their science learning through the game, an essential skill for scientific literacy. Future research should continue to examine the benefits of GBLEs versus CBLEs in terms of benefits for motivation and learning.