mdpi-ai/citelens huggingface dataset:
Facilitation of students’ disembedding in an online visual arts and mathematics education program
Field: EDUCATION

Disembedding is a crucial spatial thinking skill in visual arts and mathematics education. It is important in creating and analyzing artworks by separating a figure from its background, as well as for solving geometric problems where shapes must be viewed from new perspectives. Drawing upon research in psychology, arts, and mathematics education, the present study aimed to facilitate students’ disembedding in an online educational program employing the teaching experiment methodology. This program utilized concrete movement artworks, particularly those by Max Bill. Seven sixth-grade students participated remotely in this program, utilizing GeoGebra Classroom. The analysis of video data (talks and drawings) and written notes over three sessions revealed that this online educational program, which was designed for the specific context of visual arts and mathematics, offered students opportunities for the individual and group observation of diverse artworks, the tracing of shape contours, and guided attention to new perceptual organizations of shapes through prompting questions. Overall, this had the potential to facilitate students’ disembedding. This overall process challenged students’ initial simplistic shape organizations based on Gestalt principles, leading to the identification of primary and secondary structures, as well as reversible figures. This research sheds light on the concept of disembedding skills rooted in Gestalt psychology, and its connection to the figure-ground phenomenon observed in both artistic and mathematical contexts. This research offers theoretical and practical contributions. First, it suggests an emerging trajectory of disembedding and proposes methods for nurturing students’ disembedding skills. Second, this study serves as an example for art and mathematics educators in schools and informal learning environments (e.g., art museums) to support students’ spatial thinking. This study contributes to the development of educational programs that facilitate students’ spatial thinking in the context of STEAM (Science, Technology, Engineering, Arts, and Mathematics) education.
A systematic review of the utility of assistive technologies for SEND students in schools
Field: EDUCATION

The systematic review investigates the effect of various educational technologies on the learning outcomes of diverse student populations, particularly focusing on assistive technology interventions for students with disabilities. The comprehensive analysis covers literature from 2012 to 2023. The study highlights the potential of AR and assistive technologies in fostering inclusive and engaging learning environments. Despite positive findings, the review emphasizes the imperative for further research to refine the implementation of these technologies and enhance their effectiveness. The systematic review of five databases provides crucial insights into the effectiveness of various assistive technologies. Mobile devices, iPads, and AR interventions emerge as frequently utilized tools. Research activity peaked in 2013 and 2018 and subsequently declined. Twelve studies focus on Autism Spectrum Disorder and emphasize the prioritization of ASD in assistive technology interventions. The research highlights the importance of adopting a holistic perspective on educational inclusion, emphasizing collaborative efforts among teachers, diverse teaching methods, and technology integration. Despite the promise shown by assistive technologies, the review acknowledges their limitations and advocates for ongoing research and innovation to refine their application across diverse educational contexts. The findings stress the importance of a nuanced interpretation of evidence, considering the challenges posed by the limited number of eligible studies. The review calls for careful consideration of future research directions to bolster the comprehensiveness and reliability of evidence synthesis in assistive technology interventions for students with disabilities.
Deep Learning and Reinforcement Learning for Assessing and Enhancing Academic Performance in University Students: A Scoping Review
Field: AI

University students often face challenges in managing academic demands and difficulties like time management, task prioritization, and effective study strategies. This scoping review investigates the application of Deep Learning (DL) and Reinforcement Learning (RL) in evaluating and enhancing academic performance, focusing on their practical applications, limitations, and future potential. Using PRISMA guidelines, 27 empirical studies published between 2014 and 2024 were analyzed. These studies utilized advanced DL and RL technologies, including neural networks and adaptive algorithms, to support personalized learning and performance prediction across diverse university contexts. Key findings highlight DL’s ability to accurately predict academic outcomes and identify at-risk students, with models achieving high accuracy in areas like dropout prediction and language proficiency assessments. RL proved effective in optimizing learning pathways and tailoring interventions, dynamically adapting to individual student needs. The review emphasizes significant improvements in grades, engagement, and learning efficiency enabled by AI-driven systems. However, challenges persist, including scalability, resource demands, and the need for transparent and interpretable models. Future research could focus on diverse datasets, multimodal inputs, and long-term evaluations to enhance the applicability of these technologies. By integrating DL and RL, higher education can foster personalized, adaptive learning environments, improving academic outcomes and inclusivity.
Adaptive Neuro-Fuzzy Inference System guided objective function parameter optimization for inverse treatment planning
Field: AI

Intensity-Modulated Radiation Therapy requires the manual adjustment to numerous treatment plan parameters (TPPs) through a trial-and-error process to deliver precise radiation doses to the target while minimizing exposure to surrounding healthy tissues. The goal is to achieve a dose distribution that adheres to a prescribed plan tailored to each patient. Developing an automated approach to optimize patient-specific prescriptions is valuable in scenarios where trade-off selection is uncertain and varies among patients. This study presents a proof-of-concept artificial intelligence (AI) system based on an Adaptive Neuro-Fuzzy Inference System (ANFIS) to guide IMRT planning and achieve optimal, patient-specific prescriptions in aligned with a radiation oncologist's treatment objectives. We developed an in-house ANFIS-AI system utilizing Prescription Dose (PD) constraints to guide the optimization process toward achievable prescriptions. Mimicking human planning behavior, the AI system adjusts TPPs, represented as dose-volume constraints, to meet the prescribed dose goals. This process is informed by a Fuzzy Inference System (FIS) that incorporates prior knowledge from experienced planners, captured through “if-then” rules based on routine planning adjustments. The innovative aspect of our research lies in employing ANFIS's adaptive network to fine-tune the FIS components (membership functions and rule strengths), thereby enhancing the accuracy of the system. Once calibrated, the AI system modifies TPPs for each patient, progressing through acceptable prescription levels, from restrictive to clinically allowable. The system evaluates dosimetric parameters and compares dose distributions, dose-volume histograms, and dosimetric statistics between the conventional FIS and ANFIS. Results demonstrate that ANFIS consistently met dosimetric goals, outperforming FIS with a 0.7% improvement in mean dose conformity for the planning target volume (PTV) and a 28% reduction in mean dose exposure for organs at risk (OARs) in a C-Shape phantom. In a mock prostate phantom, ANFIS reduced the mean dose by 17.4% for the rectum and by 14.1% for the bladder. These findings highlight ANFIS's potential for efficient, accurate IMRT planning and its integration into clinical workflows.
Conceptual model of sustainable development of pedagogical staff competences in quality assurance of higher education
Field: EDUCATION

Creating strategies to improve the quality of higher education is the key task of higher education institutions in the conditions of rapid changes in the content of competencies, in particular IT-competencies, as well as in the conditions of turbulence in the external environment, in particular epidemics, military conflicts, etc. The article describes the conceptual model of sustainable development of teachers’ competences in ensuring the quality of higher education in higher education institutions. The sustainability of the development of teachers’ methodological competences is ensured by monitoring their activities based on the results of professional development and acquisition of the appropriate level of competence, as well as on the results of teaching by these teachers of relevant educational components in academic groups of higher education students. In order to reduce the risks of failing to pass the course, some participants of the competence project proposed to form a pool of potential project participants. Methods of optimization theory were used to solve the problem of selecting participants in the competence project. Also, the methodology of project management and pedagogical modeling was used to form the structure of the competence project and to plan its implementation. The assessment of methodological competences of university lecturers is crucial for building sustainable inter-university scientific and educational communities. Based on the results of the pilot implementation of the first stage of the competence project, project participants were selected on the basis of this conceptual model and training was organized to improve the level of competence in the field of education quality management. The results of training of teachers according to the described conceptual model allow to increase the level of their methodological competence. The obtained result requires clarification after completing the second stage of the competency-based project. Thus, the authors proposed an innovative approach to improving the level of competence of teachers of higher education institutions, which is focused on the effective assimilation of learning outcomes not only directly by teachers, but also by students of academic groups in which these teachers teach.
Engagement factors affect academic success through study approaches among physical education and sport university students: a mediation analysis
Field: EDUCATION

Introduction: University students should engage with the study and ensure they adopt productive study approaches, but the nature of relationships between engagement and study approaches are under-researched. The study aimed to investigate how emotional, cognitive, and behavioral engagement affect academic success through study approaches among physical education and sports students.Methods: Online forms were submitted by 488 students in physical education and sports (age range 19–25 years, Mean = 21 ± 1.5 year). They completed surveys regarding their academic engagement, study approaches, and grade point average (GPA). Analyses of associations were conducted through linear regression analysis and mediation analysis.Results: Results from the linear regression analysis showed correlations between academic engagement factors, study approach variables, and GPA, with higher GPA correlating with higher scores on behavioral engagement, cognitive engagement, surface theory task, and deep theory task, and with lower scores on surface practical task. The analysis of total and direct effects revealed positive associations between all academic engagement factors and GPA. Emotional engagement exhibited a positive association with GPA mediated by study approaches. All engagement dimensions appear to influence academic success among these students.Conclusion: The influence of emotional engagement on academic success appears in part to be operating through its effects on study approaches. The study can enable educators in monitoring and enhancing student engagement, thereby supporting students in their pursuit of high academic performance in physical education and sport.
Correlation of GNAS Mutational Status with Oncologic Outcomes in Patients with Resected Intraductal Papillary Mucinous Neoplasms
Field: ONCOLOGY

Background: Intraductal papillary mucinous neoplasms (IPMNs) are pre-malignant pancreatic lesions that may progress to invasive pancreatic ductal adenocarcinoma (PDAC). IPMN-associated invasive carcinoma (iIPMN) has been associated with more favorable survival outcomes compared to non-iIPMN-derived PDAC. Here, we aim to investigate the genetic landscape of IPMNs to assess their relevance to oncologic outcomes. Methods: This retrospective study used a large single-institution prospectively maintained database. Patients who underwent curative-intent pancreatic resection between 2016 and 2022 with histologically confirmed diagnosis of IPMN were included. Demographic, pathologic, molecular, and oncologic outcome data were recorded. Kaplan–Meier survival analyses were performed. PDAC data from public genetic databases were used for mutational correlation analysis. p-value ≤ 0.05 was considered as significant. Results: A total of thirty-nine patients with resected IPMN with complete clinical and sequencing data were identified and included in the final cohort. The male-to-female distribution was 21:18, and the mean age was 70.1 ± 9.1 years. GNAS mutations occurred in 23.1% of patients, and 89.7% of patients had iIPMN. In iIPMN patients, GNAS mutation was strongly associated with improved disease-free survival: all GNAS-mutant patients survived to follow-up with significantly fewer recurrences than in GNAS wild-type (WT) patients (p = 0.013). Mutated GNAS closely co-occurred with wild-type KRAS (p < 0.001), and further analysis of large genomic PDAC datasets validated this finding (OR 3.47, p < 0.0001). Conclusions: Our study suggests prognostic value of mutational status in malignant resected IPMNs. WT GNAS, mutant P53, and mutant KRAS each correlate with recurrence and decreased survival. Further studies are required to validate these preliminary observations.
Quantifying ento-literacy: development and validation of an international insect-focused attitude and knowledge survey instrument
Field: EDUCATION

Background: In an era of precipitous insect declines, effective entomology education is especially needed to support firsthand knowledge of nature. Understanding what students know and feel about insects is instrumental to teaching and curriculum development. This study describes the development and validation of a new survey instrument, EntoEdu, measuring ‘entomology literacy’, based on attitude and knowledge, in a cross-cultural context. For the survey validation we use data collected from students in Czechia (CZ), a country known for its entomophilia, and the United States of America (US) to demonstrate the utility of this survey and to address the questions: how do entomology attitude and knowledge differ across national affiliation and study domain, and how are entomology attitude and knowledge correlated in the context of these differences? Results: Based on responses from 635 first-year college students, we demonstrate high reliability and evidence of validity of the EntoEdu instrument. Factor analysis supports five independent attitudinal categories within the instrument: Intention to Engage with Insects, Attitude toward Behavior, Control Belief, Hobby, and Disgust. In this study population, average attitude scores did not differ with nationality, whereas knowledge scores were higher in CZ than in the US. In both countries, attitude and knowledge scores were higher among biology students than those in other study domains, and attitude and knowledge were positively correlated. Conclusions: The EntoEdu instrument, based on globally recognizable insect taxa, ecology, and behavior, has been developed for broad utility in assessing attitudes toward and knowledge of insects at the post-secondary level, with potential for use at both lower (K-12) and higher (advanced university) levels. The instrument is presented here in two language versions and can be translated into additional languages for comparison of results across test populations in additional countries. In our initial test population we find attitude and knowledge to be correlated, both of which are influenced by nationality, with Czechs more knowledgeable about insects than their US counterparts. We anticipate that this instrument will facilitate entomology assessment to help tailor biology education programs to students’ actual, rather than assumed, entomology knowledge and attitudes, and for tracking change over time.
Perceived restorativeness and environment quality in relation to well-being, residential satisfaction, and sense of community: an analysis in Northeast Italy
Field: PSYCHOLOGY

Introduction: Residential satisfaction consists of pleasure derived from living in a place according to one’s needs, expectations, and outcomes. The present study examines the role of sociodemographic variables, perceived residential quality indicators, and restorativeness in predicting i) well-being, ii) residential satisfaction, and iii) sense of communities in northeast Italy.Methods: A total of 100 residents (47 women) in various cities in northeast Italy and 211 (112 women) residents in Piazzola sul Brenta (PD) took part in two studies. They answered demographic questions about self-reported restorativeness, residential environment quality, residential satisfaction, mental well-being, and sense of community.Results: After accounting for age, gender, and income, the results showed that perceived restorativeness enhances sense of community in the Northeast and Piazzola sul Brenta samples and predicts psychological well-being and residential satisfaction in Piazzola sul Brenta. Architectural and functional aspects contribute, respectively, to residential satisfaction and sense of community in both samples, and functional factors predict residential satisfaction for the Northeast sample. Place attachment plays a positive role in residential satisfaction and sense of community in the Northeast and Piazzola sul Brenta.Discussion: The study reveals a link between perceived restorativeness and residential satisfaction and well-being, providing insight for professionals and policy to improve urban quality.
Parental psychological control and adolescent smartphone addiction: roles of reactance and resilience
Field: PSYCHOLOGY

Problematic smartphone use is a prevalent issue addressed in this study. The research delves into factors associated with problematic smartphone use, employing the self-determination theory. Specifically, the study analyzes the relationship between parental psychological control and problematic smartphone use and investigates psychological reactance as a mediating factor. Moreover, psychological resilience is considered a moderating factor in the relationship between parental psychological control and problematic smartphone use, based on the diathesis-stress model and cognitive model of resilience. A total of 1300 (M = 14.22, SD = 1.29) Chinese adolescents were surveyed in a cross-sectional study. They completed self-report questionnaires including the Parental Psychological Control Questionnaire, the Smartphone Addiction Scale, the Psychological Resistance Scale, and the Adolescent Resilience Scale. A moderated mediation model was examined to test predictions. Correlation analysis reveals a positive correlation between parental psychological control, psychological reactance, and problematic smartphone use, and a negative correlation with psychological resilience. Moderation mediation analysis demonstrates that psychological resilience diminishes the direct association between parental psychological control, psychological reactance, and problematic smartphone use, thereby mitigating their relationship. The findings support the moderation mediation model, indicating that psychological resilience plays a crucial role in safeguarding adolescents from the adverse effects of problematic smartphone use induced by parental psychological control.
A decade of research contributions and emerging trends in the International Journal of STEM Education
Field: EDUCATION

In this editorial, we review 400 articles and reviews published in the International Journal of STEM Education during its first decade (2014–2023). Using bibliometric analysis, we examine these publications to assess the journal’s major contributions to STEM education research and identify emerging trends over the years. The results present a dynamic picture of the growth of STEM education, highlighting key topics, such as STEM integration, equity, and emerging technologies. These findings also reveal evolving “hot topics” that reflect the shifting interests of researchers in the field. This review suggests that many areas of STEM education research are still in the growth phase. We encourage readers to use these insights as a foundation for developing future research agendas and advancing STEM education globally.
Research on task design in pre-service mathematics teacher education: a scoping review
Field: EDUCATION

Tasks are central to every facet of mathematics education. In this scoping review, we bring together research focused on task design in the context of pre-service mathematics teacher education. We perform a qualitative content analysis of 112 peer-reviewed studies published between 2001 and 2023. The results of our review describe a diverse field of research, identify connections between works reflecting different demographics, aims, and methodological and theoretical commitments, and finally, through the application of the MEDSS task design action framework, foreground the different practical actions pre-service teaches must take to effectively design tasks. These include the practical actions of modifying, evaluating, developing, selecting, and sequencing (MEDSS) tasks. We believe the results of this study will be of value to mathematics teacher educators and researchers.