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Critically Reviewing GraphoGame Across the World
Overall, game-based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer-assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame (GG), an adaptive serious game designed to prevent reading difficulties through the promotion of sound–symbol connections, has been implemented in over 20 countries. Therefore, the GG research base provides an opportunity to synthesize research on a single computer-assisted instruction across diverse contexts. Surprisingly, despite extensive use and further implementation plans, no review has yet synthesized GG’s effects. Specifically, this systematic literature review, with an embedded meta-analysis, synthesized 28 empirical studies for theory, methodological quality, and outcomes. The GG research base was dominated by theories of reading disabilities and psycholinguistics. Methodologically, quantitative methods, focusing on phonological and decoding outcome measures only, were most common. The meta-analysis (n = 19), measuring GG’s impact on word-reading outcomes, did not yield an overall meaningful effect size (g =-0.02). However, among moderators (language complexity, duration of intervention, and adult interaction), adult interaction was significant, favoring implementation contexts with high levels of adult interaction. Specifically, studies with high adult interaction produced an average positive effect size (g = 0.48), which suggests implications for classroom use. Regarding future research, the authors recommend stronger clarity of theory, attention to learning context, and a more purposeful collection of process data, which can be obtained through greater plurality of methodology.
Journal Article
The effects of simulation-based education on undergraduate nursing students' competences: a multicenter randomized controlled trial
Background
Education in nursing has noticed a positive effect of simulation-based education. There are many studies available on the effects of simulation-based education, but most of those involve a single institution, nonrandomized controlled trials, small sample sizes and subjective evaluations of the effects. The purpose of this multicenter randomized controlled trial was to evaluate the effects of high-fidelity simulation, computer-based simulation, high-fidelity simulation combined with computer-based simulation, and case study on undergraduate nursing students.
Methods
A total of 270 nursing students were recruited from five universities in China. Participants were randomly divided into four groups at each institution: the high-fidelity simulation group, the computer-based simulation group, the high-fidelity simulation combined with computer-based simulation group, and the case study group. Finally, 239 participants completed the intervention and evaluation, with 58, 67, 57, and 57 participants in each group. The data were collected at three stages: before the intervention, immediately after the intervention, and three months after the intervention.
Results
The demographic data and baseline evaluation indices did not significantly differ among the four groups. A statistically significant difference was not observed between the four methods for improving knowledge, interprofessional collaboration, critical thinking, caring, or interest in learning. While skill improvement differed significantly among the different groups after the intervention (
p
= 0.020), after three months, no difference was observed (
p
= 0.139). The improvement in skill in the computer-based simulation group was significantly lower at the end of the intervention than that in the high-fidelity simulation group (
p
= 0.048) or the high-fidelity simulation combined with computer-based simulation group (
p
= 0.020).
Conclusions
Nursing students benefit equally from four methods in cultivating their knowledge, interprofessional collaboration, critical thinking, caring, and interest in learning both immediately and over time. High-fidelity simulation and high-fidelity simulation combined with computer-based simulation improve skill more effectively than computer-based simulation in the short term. Nursing educators can select the most suitable teaching method to achieve the intended learning outcomes depending on the specific circumstances.
Trial registration
This clinical trial was registered at the Chinese Clinical Trial Registry (clinical trial number: ChiCTR2400084880, date of the registration: 27/05/2024).
Journal Article
Evaluating the performance of a deep learning‐based computer‐aided diagnosis (DL‐CAD) system for detecting and characterizing lung nodules: Comparison with the performance of double reading by radiologists
Background The study was conducted to evaluate the performance of a state‐of‐the‐art commercial deep learning‐based computer‐aided diagnosis (DL‐CAD) system for detecting and characterizing pulmonary nodules. Methods Pulmonary nodules in 346 healthy subjects (male: female = 221:125, mean age 51 years) from a lung cancer screening program conducted from March to November 2017 were screened using a DL‐CAD system and double reading independently, and their performance in nodule detection and characterization were evaluated. An expert panel combined the results of the DL‐CAD system and double reading as the reference standard. Results The DL‐CAD system showed a higher detection rate than double reading, regardless of nodule size (86.2% vs. 79.2%; P < 0.001): nodules ≥ 5 mm (96.5% vs. 88.0%; P = 0.008); nodules < 5 mm (84.3% vs. 77.5%; P < 0.001). However, the false positive rate (per computed tomography scan) of the DL‐CAD system (1.53, 529/346) was considerably higher than that of double reading (0.13, 44/346; P < 0.001). Regarding nodule characterization, the sensitivity and specificity of the DL‐CAD system for distinguishing solid nodules > 5 mm (90.3% and 100.0%, respectively) and ground‐glass nodules (100.0% and 96.1%, respectively) were close to that of double reading, but dropped to 55.5% and 93%, respectively, when discriminating part solid nodules. Conclusion Our DL‐CAD system detected significantly more nodules than double reading. In the future, false positive findings should be further reduced and characterization accuracy improved.
Journal Article
What and When Second-Language Learners Revise When Responding to Timed Writing Tasks on the Computer: The Roles of Task Type, Second Language Proficiency, and Keyboarding Skills
This study contributes to the literature on second language (L2) learners' revision behavior by describing what, when, and how often L2 learners revise their texts when responding to timed writing tasks on the computer and by examining the effects of task type, L2 proficiency, and keyboarding skills on what and when L2 learners revise. Each of 54 participants with 2 levels of L2 proficiency (low vs. high) and 2 levels of keyboarding skills (low vs. high) responded to timed independent and integrated writing tasks on the computer. A keystroke logging program recorded each participant's writing activities. Keystroke data were coded in terms of participants' revision behavior (e.g., orientation, linguistic domain, and temporal location of revisions) and then compared across tasks and learner groups. The findings suggest that the participants tended to revise form more often than content and that L2 proficiency and, to a lesser extent, task type, but not keyboarding skills, affected participants' revision behaviors during the timed writing tasks. Overall, the participants made more precontextual (that is, at the point of inscription) revisions than contextual revisions (that is, revisions of already written text), made considerably more typography and language revisions than content revisions, revised more frequently at the phrase and word level than at higher levels, and tended to make precontextual revisions more frequently in the first two thirds of the writing process and contextual revisions most frequently in the last third of the writing session. The findings and their implications for practice and research are discussed. (Verlag).
Journal Article
A Government Librarian's Guide to Information Governance and Data Privacy
This book provides a concise and usable overview of the practical implications of important public sector United States federal, state, and municipal laws and standards related to information governance, as they pertain to librarians, research staff, universities, corporate regulatory managers, and public-sector information governance professionals. It is the first in a series of two volumes addressing public sector information governance compliance matters from the perspective of our target audience.
Topics addressed in the book include:
* the evolving role of librarians and the need for librarians and legal researchers to understand the principles of information governance,
* the importance of broad-based regulatory IG principles such as the Federal Records Act, the Paperwork Reduction Act of 1980 and 36 CFR Chapter XII, Subchapter B – Records Management, that have been promulgated by various federal government agencies in framing public-sector IG principles,
* a survey of interpretive surveys from the Office of Management and Budget (OMB) that further elucidate the core IG principles applicable to public sector stakeholders,
* case studies detailing the application of important IG principles by federal agencies and bodies, and
* a survey of important IG issues facing state and local governments.
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