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Generative artificial intelligence (GenAI) can be used to author academic texts at a similar level to what humans are capable of, causing concern about its misuse in education. Addressing the role of GenAI in teaching and learning has become an urgent task. This study reports the results of a survey comparing educators’ (n = 68) and university students’ (n = 158) perceptions on the appropriate use of GenAI in the writing process. The survey included representations of user prompts and output from ChatGPT, a GenAI chatbot, for each of six tasks of the writing process (brainstorming, outlining, writing, revising, feedback, and evaluating). Survey respondents were asked to differentiate between various uses of GenAI for these tasks, which were divided between student and teacher use. Results indicate minor disagreement between students and teachers on acceptable use of GenAI tools in the writing process, as well as classroom and institutional-level lack of preparedness for GenAI. These results imply the need for explicit guidelines and teacher professional development on the use of GenAI in educational contexts. This study can contribute to evidence-based guidelines on the integration of GenAI in teaching and learning.

The question of how generative AI tools, such as large language models and chatbots, can be leveraged ethically and effectively in education is ongoing. Given the critical role that writing plays in learning and assessment within educational institutions, it is of growing importance for educators to make thoughtful and informed decisions as to how and in what capacity generative AI tools should be leveraged to assist in the development of students’ writing skills. This paper reports on two longitudinal studies. Study 1 examined learning outcomes of 48 university English as a new language (ENL) learners in a six-week long repeated measures quasi experimental design where the experimental group received writing feedback generated from ChatGPT (GPT-4) and the control group received feedback from their human tutor. Study 2 analyzed the perceptions of a different group of 43 ENLs who received feedback from both ChatGPT and their tutor. Results of study 1 showed no difference in learning outcomes between the two groups. Study 2 results revealed a near even split in preference for AI-generated or human-generated feedback, with clear advantages to both forms of feedback apparent from the data. The main implication of these studies is that the use of AI-generated feedback can likely be incorporated into ENL essay evaluation without affecting learning outcomes, although we recommend a blended approach that utilizes the strengths of both forms of feedback. The main contribution of this paper is in addressing generative AI as an automatic essay evaluator while incorporating learner perspectives.

Impaired TGF-β signaling due to SMAD4 mutation in PDAC tumors initiates a STAT3-dependent signaling cascade that leads to increased stromal stiffening and disease progression. Fibrosis compromises pancreatic ductal carcinoma (PDAC) treatment and contributes to patient mortality, yet antistromal therapies are controversial. We found that human PDACs with impaired epithelial transforming growth factor-β (TGF-β) signaling have high epithelial STAT3 activity and develop stiff, matricellular-enriched fibrosis associated with high epithelial tension and shorter patient survival. In several KRAS-driven mouse models, both the loss of TGF-β signaling and elevated β1-integrin mechanosignaling engaged a positive feedback loop whereby STAT3 signaling promotes tumor progression by increasing matricellular fibrosis and tissue tension. In contrast, epithelial STAT3 ablation attenuated tumor progression by reducing the stromal stiffening and epithelial contractility induced by loss of TGF-β signaling. In PDAC patient biopsies, higher matricellular protein and activated STAT3 were associated with SMAD4 mutation and shorter survival. The findings implicate epithelial tension and matricellular fibrosis in the aggressiveness of SMAD4 mutant pancreatic tumors and highlight STAT3 and mechanics as key drivers of this phenotype.

Integrating generative artificial intelligence (GenAI) into professional practice has become an important topic for professional instructional design practice and training. Accordingly, the purpose of this multiple-case study was to examine six professional instructional designers’ integration of GenAI into their professional practice and the factors affecting this integration. Research data were collected through semi-structured interviews conducted with professional instructional designers working in corporate or higher education settings. The results were as follows: (a) instructional designers mostly integrate GenAI into instructional design and/or development phases and they think that it also has the largest impact on these two phases; and (b) instructional designers’ integration of GenAI into their professional practice is mainly based on their ambivalent attitudes toward it, which is closely linked to the advantages and disadvantages associated with the technology. Specifically, instructional designers’ basic understanding of GenAI, the efficiency of generating instructional content through GenAI, the inaccuracy of GenAI-created products, instructional designers’ use of GenAI in everyday life, and institutional or company support shape their attitudes towards and integration of GenAI into their professional practice. All these findings suggest that instructional design and development phases are especially vulnerable to and can benefit from instructional designers’ attitudes and use of GenAI. Accordingly, it can be useful to address and enhance attitudes toward GenAI technology in instructional design training, which can promote instructional designers’ acceptance of the technology and effective use of it.

Virtual reality (VR) has garnered increasing attention as a pedagogical tool for language learning. Yet, despite the many affordances of using virtual reality learning environments (VRLEs), there remains a paucity of research investigating the use of VRLEs for English for academic purposes (EAP). While BALEAP '19 conference presentations related to VR were well attended, suggesting there is interest in VR and EAP, many practitioners and researchers may be hesitant to explore using VR for EAP due to difficulties in selecting suitable equipment, understanding VR related terminology, and selecting or creating appropriate VRLEs for their pedagogical and research purposes. The objective of this article is to reduce the difficulty of some of these initial obstacles by providing overviews of relevant literature, VR terminology, technology, and software, as well as providing examples of potential uses of VR for EAP and a framework for investigating VR in EAP pedagogy and research.

Public speaking is an essential skill in everyone’s professional or academic career. Nevertheless, practicing it is often not very easy; people do not always have access to a suitable environment and find others willing to listen during their rehearsals. Previous research has shown the usefulness of having a virtual audience in reducing the fear of public speaking. However, the effects of having an audience with whom the presenter is familiar are still under-explored. To help university students practice their presentations, we developed a virtual reality environment and used 3D scans of real people to create a realistic and familiar audience. We conducted a study with 10 participants to analyze whether they had different anxiety levels when presenting to familiar virtual faces compared to unfamiliar faces. Moreover, we explored whether or not the exposure to the customized virtual faces affected anxiety when the participants subsequently presented to a real-life audience. We found that people with a medium fear of speaking in public benefited the most because they felt more relaxed facing a virtual audience with familiar faces; in contrast, there were no noticeable effects for others. In addition, we examined whether anxiety could be detected through some non-traditional metrics we recorded. Results showed that we could not establish a linear correlation between the anxiety scores and our metrics, but our study suggests some underlying patterns. Finally, our findings indicate that users’ perceptions of virtual audience feedback were more concerned with the facial expressions of the virtual audience than their body language.

This study investigates English language learner (ELL) perceptions of using a prototype virtual reality learning environment (VRLE) designed for teaching and learning writing structure. A mixed-methods approach was used, incorporating pre- and post-participation questionnaires, as well as semi-structured interviews. Participants consisted of 10 ELLs enrolled in first year English for Academic Purposes (EAP) courses at a university in Mainland, China. Results indicate that while the majority of students enjoyed using the VRLE, they maintained varying attitudes regarding the usefulness of the VRLE. Additionally, results from a correlation analysis suggest that learners' attitudes towards the material or content being learned (EAP writing) significantly correlates with learners' attitudes towards using the VRLE for learning writing structure.

Collagen cross-links created by the lysyl oxidase and lysyl hydroxylase families of enzymes are a significant contributing factor to the biomechanical strength and rigidity of tissues, which in turn influence cell signaling and ultimately cell phenotype. In the clinic, the proteolytically liberated N-terminal cross-linked peptide of collagen I (NTX) is used as a biomarker of bone and connective tissue turnover, which is altered in several disease processes. Despite the clinical utility of these collagen breakdown products, the majority of the cross-linked peptide species have not been identified in proteomic datasets. Here we evaluate several parameters for the preparation and identification of these peptides from the collagen I-rich Achilles tendon. Our refined approach involving chemical digestion for protein solubilization coupled with mass spectrometry allows for the identification of the NTX cross-links in a range of modification states. Based on the specificity of the enzymatic cross-linking reaction we utilized follow-up variable modification searches to facilitate identification with a wider range of analytical workflows. We then applied a spectral library approach to identify differences in collagen cross-links in bovine pulmonary hypertension. The presented method offers unique opportunities to understand extracellular matrix remodeling events in development, aging, wound healing, and fibrotic disease that modulate collagen architecture through lysyl-hydroxylase and lysyl-oxidase enzymes.Collagen cross-links created by the lysyl oxidase and lysyl hydroxylase families of enzymes are a significant contributing factor to the biomechanical strength and rigidity of tissues, which in turn influence cell signaling and ultimately cell phenotype. In the clinic, the proteolytically liberated N-terminal cross-linked peptide of collagen I (NTX) is used as a biomarker of bone and connective tissue turnover, which is altered in several disease processes. Despite the clinical utility of these collagen breakdown products, the majority of the cross-linked peptide species have not been identified in proteomic datasets. Here we evaluate several parameters for the preparation and identification of these peptides from the collagen I-rich Achilles tendon. Our refined approach involving chemical digestion for protein solubilization coupled with mass spectrometry allows for the identification of the NTX cross-links in a range of modification states. Based on the specificity of the enzymatic cross-linking reaction we utilized follow-up variable modification searches to facilitate identification with a wider range of analytical workflows. We then applied a spectral library approach to identify differences in collagen cross-links in bovine pulmonary hypertension. The presented method offers unique opportunities to understand extracellular matrix remodeling events in development, aging, wound healing, and fibrotic disease that modulate collagen architecture through lysyl-hydroxylase and lysyl-oxidase enzymes.

2Over the past several decades, federal incentive programs have encouraged the restoration of bottomland forests throughout the West Gulf Coastal Plain (WGCP) and the Lower Mississippi Alluvial Valley (LMAV). Programs such as the Conservation Reserve (CRP) and Wetlands Reserve (WRP) Programs have been marginally successful (Stanturf et al. 2001). Foresters and contractors often follow conventional tree planting procedures that are well established for upland sites, but prove problematic in bottomlands. High water tables, soil drainage and compaction, overland flooding and diverse soil properties make species selection difficult. Slight changes in topography and soil structure often have a dramatic effect on survival and growth of planted oak seedlings (Hodges and Schweitzer 1979). This project documented the survival and growth of six-year old seedlings that were established on a bottomland site in 2004, located at the West Tennessee Research and Education Center, Jackson, Tennessee. The purpose was to determine how soil drainage as indicated by mottling (specifically, the point of 50 percent gray color throughout the soil profile) affects the survival and growth of bottomland oak species. The findings suggest that practitioners plant Nuttall, pin and overcup oaks in poorly drained soils. As the drainage improves, begin mixing in willow oak. In the best drained soils (if they exist), finish by including water, swamp chestnut, swamp white, Shumard, cherrybark and bur oaks. Potential species diversity should expand as the soil drainage improves.