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Mechanism Models of the Conventional and Advanced Methods of Construction Safety Training. Is the Traditional Method of Safety Training Sufficient?
Cognitive failures at the information acquiring (safety training), comprehension, or application stages led to near-miss or accidents on-site. The previous studies rarely considered the cognitive processes of two different kinds of construction safety training. Cognitive processes are a series of chemical and electrical brain impulses that allow you to perceive your surroundings and acquire knowledge. Additionally, their attention was more inclined toward the worker’s behavior during hazard identification on-site while on duty. A study is proposed to fill the knowledge gap by developing the mechanism models of the two safety training approaches. The mechanism models were developed based on cognitive psychology and Bloom’s taxonomy and six steps of cognitive learning theory. A worker’s safety training is vital in acquiring, storing, retrieving, and utilizing the appropriate information for hazard identification on-site. It is assumed that those trained by advanced techniques may quickly identify and avoid hazards on construction sites because of the fundamental nature of the training, and when they come across threats, they may promptly use their working memory and prevent them, especially for more complex projects. The main benefit of making such a model, from a cognitive point of view, is that it can help us learn more about the mental processes of two different types of construction safety training, and it can also help us come up with specific management suggestions to make up for the approaches’ flaws. Future research will concentrate on the organizational aspects and other cognitive failures that could lead to accidents.
Journal Article
Understanding Health Literacy Through Patients' Interpretation of Health Education Leaflets: A Thematic Narrative Review
Background Understanding how patients interpret health education leaflets is essential in promoting equitable and effective health communication. This narrative thematic review synthesises current evidence and introduces a conceptual model to inform patient‐centred leaflet design. Methods Twenty‐eight English‐ and Chinese‐language studies (2010–2024) were identified via PubMed, CINAHL, ERIC, Airiti Library and Google Scholar. Boolean searches combined terms related to health literacy, patient education materials and information design. Eligible studies underwent open coding and thematic synthesis, guided by Nutbeam's three‐tier health literacy model (functional, interactive and critical) and cognitive learning theories (Cognitive Load, Multimedia Learning and Dual Coding). Results Patients frequently encountered dense text, medical jargon and poor text–image integration. Thematic mapping aligned barriers with literacy levels, generating two strategy tables. The proposed ‘Boiling Water Model’ depicts the progression from information gathering to value integration and a ‘boiling point’ of insight, supported by reflective prompts, risk–benefit comparisons and clarifying aids. Conclusions Embedding cognitive learning principles within leaflet design can facilitate patients' progression towards critical health literacy. A theory‐driven, user‐centred approach—incorporating plain language, interactive cues and reflective elements—can transform leaflets into dynamic tools that enhance comprehension and foster informed, value‐aligned health decisions. Patient or Public Contribution No patients or members of the public were directly involved in the design, conduct or analysis of this narrative review. The study focus and synthesis were guided by documented patient experiences and reported barriers to comprehension in the existing literature, informing patient‐centred health education material design. Clinical Trial Registration: Not applicable. This study is a narrative literature review and does not report results of a clinical trial.
Journal Article
AI support meets AR visualization for Alice and Bob: personalized learning based on individual ChatGPT feedback in an AR quantum cryptography experiment for physics lab courses
Quantum cryptography is a central topic in the quantum technology field that is particularly important for secure communication. The training of qualified experts in this field is necessary for continuous development. However, the abstract and complex nature of quantum physics makes the topic difficult to understand. Augmented reality (AR) allows otherwise invisible abstract concepts to be visualized and enables interactive learning, offering significant potential for improving quantum physics education in university lab courses. In addition, personalized feedback on challenging concepts can facilitate learning, and large language models (LLMs) like ChatGPT can effectively deliver such feedback. This study combines these two aspects and explores the impact of an AR-based quantum cryptography experiment with integrated ChatGPT-based feedback on university students’ learning outcomes and cognitive processes. The study involved 21 groups (11 Group A; 10 Group B) of students in a physics laboratory course at a German university and used four open-ended questions to measure learning outcomes and gaze data as a learning process assessment. Statistical analysis was used to compare scores between feedback and non-feedback questions, and the effect of ChatGPT feedback on eye-tracking data was examined. The results show that ChatGPT feedback significantly improved learning outcomes and affected gaze data. While the feedback on conceptual questions tended to direct attention to the visualizations of the underlying model, the feedback on questions about experimental procedures increased visual attention to the real experimental materials. Overall, the results show that AI-based feedback draws visual attention towards task-relevant factors and increases learning performance in general.
Journal Article
Forgetting-Based Concept-Cognitive Learning for Classification in Fuzzy Formal Decision Context
Concept-cognitive learning reveals the principle of human cognition by simulating the brain’s process of learning and processing concepts. Nevertheless, for neighborhood similarity granules, the average information of objects regarding all attributes is not considered, which may lead to unbalanced acquisition of knowledge. On the other hand, there are some unnecessary concepts in the extension of fuzzy concepts, which results in poor classification learning. To tackle these challenges, we present a forgetting-based concept-cognitive learning model for classification in a fuzzy formal decision context. Firstly, the fuzzy concept space is established based on the the correlation coefficient matrix. Then, to delete unnecessary objects that are in the zone of proximal development, we construct the forgetting fuzzy concept space by selecting the concept corresponding to the maximum similarity. Subsequently, a forgetting-based fuzzy concept model (FCCLM) mechanism is proposed. In the end, experimental results on eight datasets validate the feasibility and efficiency of the proposed learning mechanism through classification performance assessment.
Journal Article
Creativity, technology & education : exploring their convergence
In this collection of beautifully written essays, Mishra, Henriksen, and the Deep-play Research Group challenge myths about technology and creativity, debate time-honored instructional practices, and play with new ideas for schools to care for and nurture, rather than constrain, creativity. These essays are provocative ... refreshing, [and] insightful --Dr. Yong Zhao, Foundation Distinguished Professor, University of Kansas and Fellow, Mitchell Institute for Health and Education Policy, Victoria University, Australia. What is creativity? Why is it important? What does it look like across different disciplines and contexts? What role does technology play, if any, in the creative process? And finally, what do creativity and technology have to do with education? These are the questions that underlie the collection of articles in this book. These essays provide a broad analytic frame for thinking about creativity, technology and education and describe classroom examples as well as strategies for evaluating creative artifacts and creative environments. All of these are grounded in specific examples from across a wide range of disciplines and contexts--art, mathematics, engineering, computer science, graphic design, architecture, science to name just a few. The final essays take a broader perspective on creativity and technology focusing both on our highly inter-connected YouTube world but also possibilities for the future. Creativity, Technology & Education: Exploring their Convergence is a vital resource for educators and practitioners as they seek to incorporate creative work and thoughtful pedagogy in their personal and professional lives. .
Book
VR-Enhanced Cognitive Learning: Method, Framework, and Application
Both constructivist learning and situation-cognitive learning believe that learning outcomes are significantly affected by the context or learning environments. However, since 2019, the world has been ravaged by COVID-19. Under the threat of the virus, many offline activities, such as some practical or engineering courses, have been subjected to certain restrictions. Virtual Reality (VR) is an emerging, promising, and rapidly developing technology that enables users to obtain a near-real immersion experience by combining technologies such as computer science, communication, vision, etc. In the context of COVID-19, the advantages of VR immersive experiences are highlighted. By constructing a virtual learning environment, VR technology can greatly compensate for the shortage of traditional teaching conditions and help learners to carry out cognitive learning better. However, currently, VR-enhanced cognitive learning is still in its infancy, along with numerous problems and limitations. Therefore, this paper first conducted an in-depth study of some related concepts, such as constructivist learning and situated cognition learning. Then it proposes a general VR-enhanced cognitive learning framework and designs the general steps for constructing learning situations with VR technology. Based on the proposed model and framework, it developed a campus knowledge-learning APP using VR tools. Through a case study, it verified the validity and performance of the model and strategies. Questionnaire survey and experimental results show that the new model achieves a good learning effect and improves the efficiency of learning by at least 20% compared to the traditional learning methods.
Journal Article