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This response reviews the article entitled “Ethical oversight of student data in learning analytics: a typology derived from a cross-continental, cross-institutional perspective” (Willis et al. in Educ Technol Res Dev 64(5):881–901. https://doi.org/10.1007/s11423-016-9463-4, 2016) from a policy perspective. The paper summarizes the typology of learning analytics and its core ideas proposed in Willis et al. (2016), but also highlights the challenges considering the third-party policies of data privacy and usage. Additionally, the paper addresses the core ethical principles declared in Corrin et al. (Access Online 26, 2019) and suggests using these principles as underpinnings when considering the ethics of learning analytics and seeking effective solutions to best ensure ethical practices of implementing learning analytics. The establishment of a comprehensive data governance system by institutions of higher education is recommended.

This study examined how information and communications technology (ICT) related factors and country-level economic status influence student academic achievement. Two-level structural equation modeling was employed to investigate both student-level and country-level variables, using the PISA 2015 data of ninth-grade students across 39 countries. The findings indicate that: (a) students' interest in ICT, perceived ICT competence, and autonomy had positive impacts on academic performance; (b) GDP per capita had significant interaction effects on the relationship among ICT-related factors (ICT use for studying at school, for entertainment, and perceived ICT autonomy) and academic performance; and (c) a higher level of students' perceived autonomy in ICT resulted in better learning outcomes in countries with less income inequality.

The effect of metacognitive scaffolding for learning by teaching was investigated and compared against learning by being tutored. Three versions of an online learning environment for learning algebra equations were created: (1) APLUS that allows students to interactively teach a synthetic peer with a goal to have the synthetic peer pass the quiz while the system provides students with metacognitive scaffolding on how to teach. (2) A plus T utor that provides cognitive tutoring (i.e., immediate feedback and just-in-time hint) and metacognitive scaffolding on how to learn. And, (3) C og T utor + that provides traditional cognitive tutoring on mastery learning. Two school studies were conducted with a total of 444 6th through 8th grade students. 208 students completed the study and were included in the analysis. The results show that (i) students’ proficiency in solving equations increased after using our interventions for 4 days, but there was no difference in the effectiveness across three interventions, and (ii) learning by teaching with metacognitive scaffolding facilitated learning equally across various levels of students’ prior competency.

This study examined how information and communications technology (ICT) related factors and country-level economic status influence student academic achievement. Two-level structural equation modeling was employed to investigate both student-level and country-level variables, using the PISA 2015 data of ninth-grade students across 39 countries. The findings indicate that: (a) students' interest in ICT, perceived ICT competence, and autonomy had positive impacts on academic performance; (b) GDP per capita had significant interaction effects on the relationship among ICT-related factors (ICT use for studying at school, for entertainment, and perceived ICT autonomy) and academic performance; and (c) a higher level of students' perceived autonomy in ICT resulted in better learning outcomes in countries with less income inequality.

This study examined how information and communications technology (ICT) related factors and country-level economic status influence student academic achievement. Two-level structural equation modeling was employed to investigate both student-level and country-level variables, using the PISA 2015 data of ninth-grade students across 39 countries. The findings indicate that: (a) students’ interest in ICT, perceived ICT competence, and autonomy had positive impacts on academic performance; (b) GDP per capita had significant interaction effects on the relationship among ICT-related factors (ICT use for studying at school, for entertainment, and perceived ICT autonomy) and academic performance; and (c) a higher level of students’ perceived autonomy in ICT resulted in better learning outcomes in countries with less income inequality.

Calculus is the foundation for any STEM degree, yet a large percentage of students fail calculus. Very little is known about the effect purposefully designed video games can have on STEM students studying calculus. The objective of this study was to analyze the impact a purposefully designed educational video game has on freshmen college students in an introductory calculus class. The researchers administered the intervention to students in an introductory engineering calculus class. A random sample was selected from the total course enrollment to participate in the study (N = 2,083). Using propensity score matching, they selected 111 well-matched pairs and compared their pretest and posttest scores using ANOVA. Results indicated that students who played an educational video game had significantly better learning outcomes than those students who did traditional homework assignments. Based on the results of this study, there is potential for more strategic game-based interventions using educational video games to support calculus learning and student success in STEM.

ABSTRACT Recombinant adeno‐associated virus (rAAV) has emerged as one of the best gene delivery vectors for human gene therapy in vivo. However, the clinical efficacy of rAAV gene therapy is often hindered by the host immune response against its transgene products. Endoplasmic reticulum aminopeptidase 1 (ERAP1) is specialised to process peptides presented by class I molecules of major histocompatibility complex. Therefore, we hypothesise that modulation of the ERAP1 activity in rAAV transduced cells may be favoured to evade immune response against transgene products. In this study, we incorporated either miRNA‐UL112‐5p or ERAP1 shRNA into rAAV vectors expressing full‐length ovalbumin (OVA) as a model antigen, and evaluated their effects for antigen presentation, cellular and humour immune response induced by OVA expression. The results indicated that silencing ERAP1 using miR‐UL112‐5p or ERAP1 shRNA did not affect the expression of OVA in cells, but inhibited the processing and presentation of OVA antigen peptide SIINFEKL in antigen presenting cells (APCs). Moreover, the rAAV vector co‐expressing ERAP1 shRNA maintains stable and high expression of OVA in vivo, while simultaneously suppressing the humoral immunity of OVA. In addition, experimental results demonstrated that rAAV vectors incorporated ERAP1 shRNA efficiently repress costimulatory signals in dendritic cells (DCs), significantly attenuated the cytotoxic T‐cell response, allowed for sustained transgene expression and reduced clearance of transduced muscle cells in mice. Moreover, our study suggested that the incorporation of miRNA‐UL112‐5p or ERAP1 shRNA into rAAV vectors effectively reduced transgene products induced immune response. The proposed method may potentially be applied in clinics to deliver therapeutic proteins safely and efficiently.

Temperature dependent solid-liquid extraction behavior of eight rare earth elements (REs) was investigated using N-butyl pyridinium hexafluorophosphate ([BPPF6) as an ionic liquid solvent and 8-hydroxyquinoline (HQ) as an extractant at 80 °C. Parameters including the amount of [BPPF6, HQ concentration, extraction time, extraction temperature and pH were investigated and optimized. The extracted species was neutral REQ3 in the RE3+-[BPPF6-HQ solid-liquid extraction system. The extraction percentage of RE3+ could be higher than 99%. The recovery of RE3+ extracted into [BPPF6 can be achieved using the mixture of hydrazine hydrate and ethylenediamine tetraacetic acid as stripping agents. The extraction equilibrium constants and the pH1/2 values of eight REs and their separation factors between adjacent rare earths were estimated and comparatively studied. REs were extracted into solid ionic liquid phase with smaller volume and concentrated to some extent. Furthermore the temperature dependent solid-liquid extraction allows to recover [BPPF6 after the extraction procedures. These results indicate that the proposed procedure can be used for the preconcentration and separation of REs using [BPPF6 with high melting point.

The following short paper presents the methodology used to create a game-based course (GBC) with Variant: LimitsTM. The course used an educational game to make game-based learning the core of instruction in a calculus course to increase student engagement, motivation, knowledge gain and knowledge retention. Variant: Limits, an educational video, focuses on the conceptual understanding of complex calculus concepts. The GBC was a four-week, online course taught at Texas A&M University. While the game was the center of the course design, a game-based learning model was applied to integrate gameplay experience with real-world subject learning. Students were able to maximize the application of the game while learning calculus. At the conclusion of the GBC, the overall results show that students were engaged in the game and course, and gained a deeper understanding of the mathematical concepts presented within Variant: Limits.

The continued development of digital health technologies is reforming health systems and services globally; however, the South Asian countries are experiencing a sub-optimal growth and use of such technologies. Thus, a digital divide in healthcare is affecting the potential transformations in health services and outcomes in this region. This implies inadequate access to the best possible health technologies for a majority of the population, raising ethical concerns for healthcare practice. We discuss such concerns and the underlying socio-ecological challenges at individual, community, society, and systems levels pertinent to the digital divide in healthcare and highlight the strategic recommendations to bridge the existing gaps. These challenges should be addressed through engaging key stakeholders in healthcare including patients, informal caregivers, healthcare providers, health services organizations, technological providers, local and regional regulatory organizations, and other entities who may inform the development and implementation of digital platforms for equitable health across populations in South Asia.