Nonthermal plasma (NTP) is an advanced technology that has gained extensive attention because of its capacity for decontaminating food from both biological and chemical sources. Plasma‐activated ...water (PAW), a product of NTP's reaction with water containing a rich diversity of highly reactive oxygen species (ROS) and reactive nitrogen species (RNS), is now being considered as the primary reactive chemical component in food decontamination. Despite exciting developments in this field recently, at present there is no comprehensive review specifically focusing on the comprehensive effects of PAW on food safety and quality. Although PAW applications in biological decontamination have been extensively evaluated, a complete analysis of the most recent developments in PAW technology (e.g., PAW combined with other treatments, and PAW applications in chemical degradation and as curing agents) is nevertheless lacking. Therefore, this review focuses on PAW applications for enhanced food safety (both biological and chemical safeties) according to the latest studies. Further, the subsequent effects on food quality (chemical, physical, and sensory properties) are discussed in detail. In addition, several recent trends of PAW developments, such as curing agents, thawing media, preservation of aquatic products, and the synergistic effects of PAW in combination with other traditional treatments, are also presented. Finally, this review outlines several limitations presented by PAW treatment, suggesting several future research directions and challenges that may hinder the translation of these technologies into real‐life applications.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
This study aimed to investigate the influence of higher education students' motivation, learning self-efficacy, and self-monitoring on learning engagement in online learning environments. Inviting ...participants from Taiwan's higher education institutions, a total of 354 students (144 male and 210 female) from different years and fields completed an online survey. After conducting SEM analysis, results of the study showed that motivation had a positive relationship with learning self-efficacy, self-monitoring, and learning engagement. The study showed that motivation had a direct influence on learning engagement and an indirect influence through learning self-efficacy and self-monitoring. However, the direct influence of motivation on learning engagement was not strong. Learning self-efficacy also had a direct effect on self-monitoring and learning engagement. In this study, the findings showed that learning self-efficacy and self-monitoring partially mediated the influence of motivation on learning engagement in online learning environments. Finally, we constructed a model comprising four variables (motivation, self-efficacy, self-monitoring, and learning engagement), and found that it explained 76-78% of the variance in learning engagement.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Phthalate esters (PAEs) are one of the most widely used plasticizers in polymer products and humans are increasingly exposed to them. The constant exposure to PAEs-contained products has raised some ...concerns against human health. Thus, the impacts of PAEs and their metabolites on human health require a comprehensive study for a better understanding of the associated risks. Here, we attempt to review eight main health effects of PAE exposure according to the most up-to-date studies. We found that epidemiological studies demonstrated a consistent association between PAE exposure (especially DEHP and its metabolites) and a decrease in sperm quality in males and symptom development of ADHD in children. Overall, we found insufficient evidence and lack of consistency of the association between PAE exposure and cardiovascular diseases (hypertension, atherosclerosis, and CHD), thyroid diseases, respiratory diseases, diabetes, obesity, kidney diseases, intelligence performance in children, and other reproductive system-related diseases (anogenital distance, girl precocious puberty, and endometriosis). Future studies (longitudinal and follow-up investigations) need to thoroughly perform in large-scale populations to yield more consistent and powerful results and increase the precision of the association as well as enhance the overall understanding of potential human health risks of PAEs in long-term exposure.
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•Associations between PAEs and lower sperm quality in males and ADHD in children were consistently revealed.•Those associations were confirmed by cohort or longitudinal studies.•Inadequate evidence of the association between PAE exposure and other human diseases.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
The present study reviewed papers published in the Web of Science database from 2014 to 2020 in SSCI indexed journals on learner- and instructor-related challenges for learners' engagement in MOOCs ...based on the Technology-Based Learning Model. The focus is on research design, instructor-related factors that foster and frustrate learner engagement, learner-related engagement hindering factors, and the foci of investigation. In terms of design, quantitative designs were implemented most, followed by mixed method designs. As for instructor-related factors that foster learners' engagement, focusing on learners' SRL skills, learner-learner interaction, intrinsic motivation, and providing timely feedback were mentioned by most studies. As for instructor-related frustrating factors, poor MOOC designs, which lack learner interaction and motivating strategies, instructors' lack of experience, and time for preparation, were identified in a number of studies. As for the learner-related factors which hinder engagement, lack of SRL skills, lack of adequate background skills, and economic barriers were identified as the hindering factors in a number of studies. As for the foci of investigation, motivation/interest, learning strategies, interactions, and engagement are the most identified foci of the studies. A proposed learner engagement MOOC framework, discussion based on the results, followed by implications for future research directions and conclusions are presented.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
Background Study
English education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate ...English into real‐life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating real‐life stories and recording them in English.
Objectives
The present study developed a cooperative learning model in a CLIL context to enhance elementary school students' digital storytelling, English speaking proficiency performance, and financial knowledge.
Methods
The participants were 43 sixth‐grade students from two classes: the experimental group (n = 26) and the control group (n = 17). To investigate whether the digital storytelling results produced by the experimental group under the cooperative learning approach differed from the digital storytelling results produced individually by the control group, an experimental design was implemented throughout the 9‐week course. All the participants took financial knowledge and English‐speaking proficiency pre‐tests and then received financial knowledge classes and digital storytelling instruction to help them effectively design digital storytelling videos, which incorporated the concepts of financial knowledge and English‐speaking skills.
Results and Conclusions
The results showed that the experimental group outperformed the control group in the overall digital storytelling performance, English speaking proficiency, and financial knowledge.
Lay Description
What is already known about this topic
CLIL is a teaching method in which language is a tool for learning both the content of a subject and the language itself.
Digital storytelling enables users to develop multiple skills, such as organization and interpersonal skills.
Cooperative Learning assists the integration of technology.
What this paper adds
An instructional design that uses digital storytelling to teach finance and English with CLIL.
An experimental study among EFL elementary school students for acquiring financial knowledge and English speaking skills.
Implications for practice and/or policy
The course in this study may help EFL teachers by providing them with a basic financial knowledge curriculum in English for elementary school students.
Cooperative learning through digital storytelling design for elementary school students may accelerate their organization and communication skills.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
The present study introduced Ren'py software as a digital storytelling (DST) tool to explore the effective use of digital game design learning in promoting critical thinking among high school ...students. A sample of 46 high school students enrolled in “Thinking Utopia,” an elective course in critical thinking for civics education, was put into groups of 3 to 4 for learning activities towards their collaborative designs of DST games. The course stretched across 9 weeks. Students' performance in critical thinking tests was also closely examined using paired‐sample t‐test analysis, which found no significant improvements; however, their interview responses were carefully studied using qualitative analysis and revealed that many of them agreed that the proposed collaborative activities for game script writing and for their collaborative designs of original hurdle questions have stimulated their critical thinking ability and contributed to the development of their other skills such as communication, problem‐solving and media literacy.
Lay Description
What is already known about this topic
• Critical thinking is a key 21st century skill for students to arrive at an impartial judgement on controversial issues.
• Digital storytelling and its practical value as an emerging technology may contribute to students' ability in critical thinking.
• Collaboration and teamwork for design‐based learning may help students achieve deep learning.
What this paper adds
• A model course plan on civics education featuring collaborative learning through digital game‐based design.
• Further discussions on students' ability in critical thinking and their learning experience in a course involving collaborative design of digital storytelling games.
Implications for practice and/or policy
• Collaborative learning through digital storytelling game‐based design may not promote critical thinking among high school students if they failed to initiate active discussions among themselves.
• Collaborative learning through digital storytelling game‐based design among high school students may benefit other aspects of their learning, such as their skills in communication, problem‐solving, media literacy and test taking.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
This study reviewed papers in the Web of Science database from 2010 to 2020, which were relevant to the integration of the dynamic geometric software, GeoGebra, into mathematics education with a ...focus on publication trends, research methods, participants, application domains, learning strategies, and research issues. It was found that there have been a limited number of studies on the integration of GeoGebra into mathematics education. In terms of research methods, quantitative empirical studies accounted for the most, followed by qualitative method studies. The majority of studies were carried out in upper secondary schools followed by higher institutions, with few carried out in primary and lower secondary school mathematics education. Regarding the application domain, the majority of studies were focused on geometry and analysis topics. Most studies investigated students' learning performance, higher order thinking, attitudes/opinions, and perceptions. Regarding learning strategies, most studies adopted activity/task-based learning strategies to implement GeoGebra. It is worth nothing that little or no research was found to investigate students' cognitive load, learning anxiety, and engagement. Further suggestions for the future use of GeoGebra in mathematics education to improve the learning process and learning outcomes as well as potential issues are provided for researchers and practitioners.
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese ...vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM). This study was conducted with 58 students divided into two independent groups. The control group used ChatBot in a one-on-many classroom. The experimental group applied the ChatBot in one-on-one tutor sessions. A pretest and a posttest were used to measure the effect of the ChatBot, while TAM was explored through questionnaire and interview. Data analysis includes a paired-sample t test, analysis of covariance, and levels of effect. The results indicated that the ChatBot significantly improved the students’ learning achievement and that having a one-on-one environment may lead to better outcome than what could be achieved in a classroom. The TAM model was tested using partial least square. The result showed that perceived usefulness was the predictor of behavioral intention, whereas perceived ease of use was not. The students agreed that the ChatBot benefited their learning of Chinese vocabulary, with several adjustments need to be made for further progress.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Abstract
Objectives
Neisseria meningitidis
is one of the major pathogens of meningitis in children worldwide and causes invasive meningococcal disease (IMD), which is a critical illness that mainly ...presents as meningitis and/or septicemia in children. Identification of
N. meningitidis
in cerebrospinal fluid (CSF) is the gold standard for the diagnosis of meningococcal meningitis, but antigen tests have advantages such as timely results, relatively low cost, and convenience. Yet, the diagnostic accuracy of antigen tests remains uncertain. Therefore, the aim of this meta‐analysis was to evaluate the diagnostic accuracy of antigen tests for
N. meningitidis
in CSF.
Methods
We searched the PubMed, Embase, and Cochrane Library databases for studies evaluating the diagnostic accuracy of antigen tests for
N. meningitidis
in CSF. We included studies that provided sufficient data to construct a 2 × 2 table on a per‐sample basis. To determine the overall sensitivity and specificity of the antigen tests, we used polymerase chain reaction (PCR) as the reference standard and employed the hierarchical summary receiver operating characteristic model.
Results
Nine studies with 4533 CSF samples were included. The meta‐analysis yielded a pooled sensitivity of 91.2% (95% confidence interval CI: 80.0%–100.0%) and a pooled specificity of 93.8% (95% CI: 83.9%–100.0%). A subgroup analysis of 2 studies that reported the outcomes of MeningoSpeed yielded a pooled sensitivity of 93.4% (95% CI: 90.0%–95.8%) and a pooled specificity of 91.9% (95% CI: 88.6%–94.4%). Antigen testing for the
N. meningitidis
serogroup X had a pooled sensitivity of 92.4% (95% CI: 85.2%–96.2%) and a pooled specificity of 99.2% (95% CI: 78.7%–100.0%).
Conclusions
The studied antigen tests had high sensitivity and specificity for the diagnosis of meningococcal meningitis in CSF specimens. Antigen testing could serve as an accurate diagnostic method for assessing patients who have a suspected
N. meningitidis
infection.
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FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
Scholars and researchers generally believe that scientific inquiry is an important activity for cultivating students' applied knowledge and high‐level thinking ability. The process of scientific ...inquiry can promote students' learning motivation and trigger their higher‐order thinking ability. However, students may not have enough prior knowledge or they may lack inquiry experience, which may influence the effectiveness of their inquiry learning. Besides, in a scientific inquiry environment assisted by technology, students must face abundant and diverse learning resources, and may not effectively organize and carry out advanced cogitation to solve problems. Therefore, this research proposed an integrated concept mapping and image recognition (IR) approach to help students effectively acquire and organize knowledge in the process of scientific inquiry. This study applied a quasi‐experimental design to verify the effect of this proposed approach. The experimental group conducted the concept mapping‐based IR (CM‐IR) learning approach, whilst the control group conducted the conventional IR‐based learning approach to evaluate the students' performance in terms of their learning motivation and learning achievements. The participants were two classes of 10th‐grade students in northern Taiwan. One was the experimental group with 22 students, whilst the other was the control group with 22 students. The experimental results show that the students learning with the CM‐IR learning approach had better learning achievement, attitudes and intrinsic motivation, as well as higher mental load than those learning with the conventional IR‐based learning approach. Accordingly, several suggestions are provided for future research in this field.
Practitioner notes
What is already known about this topic
With the development of information technology, AI has attracted the attention of researchers.
Image recognition (IR) is one of the AI applications, and has been used to support learning in various educational fields.
Researchers have indicated that concept mapping is an effective instructional strategy and promotes students' knowledge construction.
What this paper adds
A concept mapping‐based IR (CM‐IR) learning approach is proposed to improve students' scientific inquiry performance.
A quasi‐experimental design was conducted with 10th‐grade students on the ‘Plant identification’ unit of the scientific inquiry course.
The experimental results show that the proposed approach can significantly improve students' learning achievement, learning motivation and learning attitude.
Implications for practice and/or policy
The CM‐IR learning approach could be an effective method to facilitate students' learning performances and motivation in scientific inquiry.
It is worth promoting the CM‐IR learning approach in school settings since it is low‐cost and enables learning anywhere using mobile devices.
Scholars and educators are encouraged to work on how AI technologies applications can be applied to support learning.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, SIK, UILJ, UKNU, UL, UM, UPUK
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