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Factual knowledge and procedural knowledge are knowing ‘That’ and ‘How,’ respectively, whereas conditional knowledge is the metacognitive knowledge of ‘When’ and ‘Why.’ As prior work has found that students with conditional knowledge spontaneously transferred such knowledge across intelligent tutoring systems, this work assesses the impact of metacognitive interventions on the knowledge transfer of factual and procedural students. Specifically, we used a between-subject, pre-/posttest design with factual and procedural students, each randomly assigned to either the example, nudge, practice, or control condition. The interventions taught how and when to use a backward-chaining (BC) strategy on a logic tutor that supports a default forward-chaining strategy. Meanwhile, conditional students received no interventions. Six weeks later, we trained all students on a probability tutor that only supports BC without interventions. Our results suggest that nudges for factual students and practice for their procedural peers are the key factors for catching up with conditional students on both tutors and for facilitating knowledge transfer from the logic to probability tutor. We discuss two potential complementary theories for our findings: a choice-based theory (from interventions to knowledge) and a metacognitive load-based theory (from knowledge to interventions). The choice-based theory maps the amount of choice in the interventions to knowledge types, while the metacognitive load-based theory associates knowledge types with the metacognitive load each intervention offers. Implications for practice are discussed.

This study investigates the relationships between environmental health literacy, the characteristics of people (race, ethnicity, and socioeconomic status) associated with health disparities, and people’s willingness to engage in protective behaviors against environmental health threats. Environmental health literacy is a framework for capturing the continuum between the knowledge of environmental impacts on public health, and the skills and decisions needed to take health-protective actions. We pay particular attention to three dimensions of environmental health literacy: factual knowledge (knowing the facts), knowledge sufficiency (feeling ready to decide what to do), and response efficacy (believing that protective behaviors work). In June 2020, we collected survey data from North Carolina residents on two topics: the viral infection COVID-19 and industrial contaminants called per- and polyfluoroalkyl substances (PFAS). We used their responses to test stepwise regression models with willingness to engage in protective behaviors as a dependent variable and other characteristics as independent variables, including environmental health literacy. For both topics, our results indicated that no disparities emerged according to socioeconomic factors (level of education, household income, or renting one’s residence). We observed disparities in willingness according to race, comparing Black to White participants, but not when comparing White to American Indian, Alaska Native, Asian, Native Hawaiian, or Pacific Islander participants nor Hispanic to non-Hispanic participants. The disparities in willingness between Black and White participants persisted until we introduced the variables of environmental health literacy, when the difference between these groups was no longer significant in the final regression models. The findings suggest that focusing on environmental health literacy could bridge a gap in willingness to protect oneself based on factors such as race/ethnicity and socioeconomic status, which have been identified in the environmental health literature as resulting in health disparities.

Comparing the content of intended integrated science curricula across Europe provides valuable insights for countries seeking to design or reform integrated science curricula, a task that remains complex and challenging in many countries for curriculum designers. This study presents a new approach to comparing integrated science curricula across 12 European countries, focusing on common topic areas, topics, and the types of knowledge emphasized. It examines innovatively how closely the knowledge aligns with students' everyday experiences. The findings show that integrated science curricula share many similarities with non-integrated ones, particularly in content. Biology features the most topics, offering greater diversity than physics or chemistry, and tends to include factual and conceptual knowledge closely tied to students' lives. A key finding is the strong emphasis on the Nature of Science domain and the promotion of scientific thinking, especially through experimental activities. Additionally, some countries are moving toward transdisciplinary, STEAM-oriented curricula by incorporating complex, socially relevant topics.

Using three U.S. public opinion survey datasets, this study examines whether use of specific social media platforms affects the gaps in factual and perceived knowledge of three wicked science issues among Americans with different racial and socioeconomic makeup. Less-educated Americans are less likely to gain factual knowledge but more likely to gain perceived knowledge from increased social media use than more-educated Americans. Racial minorities are more likely to gain both factual and perceived science knowledge than White Americans with increased social media use. Furthermore, social media use was linked to wider education-based gaps in factual knowledge and narrower education-based gaps in perceived knowledge among racial minorities than among Whites. Theoretical and practical implications for equitable science communication are discussed.

Background The use of serious games in medical education provides a bridge between rapidly developing technology and traditional health-care teaching. Building on a promising web-based serious game for reviewing and acquiring factual knowledge in dental education, the present study investigated the benefits of a dual-player mode and various game options for enhancing knowledge gain and study motivation. Methods Before the intervention, students’ dental knowledge and game experience were assessed using a pre-knowledge test and questionnaire-based self-assessment. Students in the clinical study phase ( n  = 57) were stratified based on prior knowledge and gender and then randomly assigned to two groups, with two player modes: single player (SP) and dual player (DP). In the SP group, each participant played alone, whereas in the DP group, the participants played against a previously determined peer. For a period of 4 weeks, the students were able to playfully acquire knowledge from the field of operative dentistry using METIS, a serious game application with three different game options (Marathon, Sprint, and Time). After the intervention phase, both groups completed a post-knowledge test. The usability of the serious game was evaluated with a self-assessment questionnaire. Results The competitive game mode (DP mode; M = 8.69, SD = 0.45) resulted in an increase in the factual knowledge test that was a mean of 2.97 points higher than the SP mode (M = 5.72, SD = 0.43; p  < 0.001). The DP group also found the game significantly more helpful for learning ( p  = 0.04) and engaged more with the teaching content because of the app ( p  = 0.04). Overall, the usability of METIS was rated as excellent, and students successfully improved their knowledge of dentistry after game play with both game modes (SP, DP, p  < 0.001), with the game option “Marathon,” which involves playing the largest number of questions, being the most preferred. Conclusions These results suggest that serious games such as METIS are a suitable educational medium for increasing students’ knowledge and interest in the field, and that competition with peers provides even greater motivation to engage with the learning content.

Objectives A serious game application was developed to train factual knowledge and for self-assessment. The aim of the present study was to compare the effects of a game application (intervention group) or paper scripts (control group) on knowledge acquisition and to evaluate the acceptance of the new application among dental students. Methods The 4th semester students of the second preclinical prosthodontics course were randomly assigned to one of the two groups ( n  = 58/51) for two consecutive years. The study was conducted in two phases: First, all participants took a pretest, with the intervention group using the game application and the control group receiving the same set of questions in a paper script. In the second phase, all participants took a post-test. After the post-test, both groups had access to the application for another three weeks. After that, all participants completed standardized questionnaires and a scale to evaluate the usability of the system. Usage statistics were also tracked. Differences between groups were evaluated together and for both years separately in terms of pretest and posttest scores and learning success. Results There was no significant difference between the groups with regard to the posttest and learning success. A significant improvement in knowledge between pretest and posttest ( p  < 0.05) was demonstrated in both groups. Each student played approximately 350 questions. Participants rated the application with the German school grade \"good\". Participants appreciated the application and rated it positively. They stated that the game motivated them to learn and that they spent more time with the learning content. Conclusion Due to the positive perception achieved through the game, this application is able to motivate students to learn. The learning effect achieved is similar to learning on paper.

Local wisdom is frequently used by communities in managing their coastal resources without a precise measure of sustainability. As a result, the government must develop a standard for determining the wisdom of these practices. This study aimed to create such a standard, followed by a trial to evaluate management practices in Pangandaran coastal tourism. This qualitative case study included a literature review, direct observations, and in-depth interviews with fish farmers and fishers. They are standardizing instrument criteria for sustainable fishery resource management-defined wisdom. Such wisdom is divided into fundamental thinking (factual knowledge) and management practices (procedural knowledge). Each consists of five criteria: ecosystem and resource management, planning, governance, technology, and social and economic development. Each criterion has a specific rating indicator and parameter. The results show differences in the level of wisdom between the fish farmer and the fishers. Regarding basic thinking, fishers’ wisdom level is weak in three out of five criteria. Fishers reach a moderate wisdom level concerning fishing gear and technical criteria and a strong level on social and economic criteria. In contrast, the fish farmer is moderate to strong for four criteria and weak for the resources and ecosystems criterion. Regarding management practices, in general, fish farmers and fishers have the same level of wisdom. Both are weak in the ecosystem and resources, planning, and institutional criteria, while the fishing gear criteria reach moderate levels and the socio-economic criteria reach high levels.

We investigate applications of learner modeling in a computerized adaptive system for practicing factual knowledge. We focus on areas where learners have widely varying degrees of prior knowledge. We propose a modular approach to the development of such adaptive practice systems: dissecting the system design into an estimation of prior knowledge, an estimation of current knowledge, and the construction of questions. We provide a detailed discussion of learner models for both estimation steps, including a novel use of the Elo rating system for learner modeling. We implemented the proposed approach in a system for practising geography facts; the system is widely used and allows us to perform evaluation of all three modules. We compare the predictive accuracy of different learner models, discuss insights gained from learner modeling, as well as the impact different variants of the system have on learners’ engagement and learning.

Crystallized intelligence is a pivotal broad ability factor in the major theories of intelligence including the Cattell-Horn-Carroll (CHC) model, the three-stratum model, and the extended Gf-Gc (fluid intelligence-crystallized intelligence) model and is usually measured by means of vocabulary tests and other verbal tasks. In this paper the C-Test, a text completion test originally proposed as a test of general proficiency in a foreign language, is introduced as an integrative measure of crystallized intelligence. Based on the existing evidence in the literature, it is argued that the construct underlying the C-Test closely matches the abilities underlying the language component of crystallized intelligence, as defined in the well-established theories of intelligence. It is also suggested that by carefully selecting texts from pertinent knowledge domains, the factual knowledge component of crystallized intelligence could also be measured by the C-Test.

Purpose Extending the study of Chan et al. (2016), this paper aims to focus on specific aspects of performance (conceptual and factual knowledge) to provide insight into whether computer game attributes designed into Prrinciples Aren’t That Hard (PATH) improve performance. Design/methodology/approach A between-subjects experiment is conducted to test the hypotheses. The experimental and control groups are PATH and traditional paper medium, respectively. Findings The results reveal that PATH users perform better on the conceptual knowledge questions compared to the traditional paper medium users. No significant difference in performance on the factual knowledge (computational) questions is found between PATH and traditional paper medium users. Research limitations/implications This study demonstrates that PATH creates an engaging learning environment, which facilitates the acquisition of conceptual knowledge and improved (conceptual) performance. Research can investigate whether technology may be used to facilitate automation of computational tasks which downplay the importance of computational skills (factual knowledge) and focus on the design of computer game attributes in educational or training programs to enhance conceptual knowledge and (conceptual) performance. Practical implications The findings of this study will assist educators and educational technology developers to identify and design motivation-enhancing computer game features to promote remember and understand cognitive processes which improve (conceptual) performance. Originality/value Game-based learning serves as the underlying theoretical framework for the design of PATH used in an experimental study to examine the positive effects of motivation-enhancing computer game attributes on remember and understand cognitive processes which facilitate (conceptual) performance. This study also uses separate measures of performance; that is, conceptual and factual knowledge, to provide additional insight into the findings of Chan et al. (2016).