BACKGROUND Physical activity(PA)is a key contributor to the neurocognitive and psychological development of children and adolescents.With the rapid integration of digital technologies in educational and recreational c...BACKGROUND Physical activity(PA)is a key contributor to the neurocognitive and psychological development of children and adolescents.With the rapid integration of digital technologies in educational and recreational contexts,technology-enhanced PA(TEPA)interventions have emerged as promising tools for promoting mental and cognitive health.However,the effectiveness of various TEPA modalities—such as virtual reality(VR),mobile applications,and biofeedback systems—remains unclear.Prior findings are fragmented across systematic reviews with inconsistent methodologies.This umbrella review was conducted to synthesize current evidence and evaluate whether specific TEPA modalities yield differential benefits.We hypothesized that TEPA interventions with immersive and selfregulatory features provide greater enhancements in executive function(EF),cognitive function(CF),and mental health(MH)than passive or minimally interactive formats.AIM To determine the effects of TEPA interventions and modality-specific characteristics on EF,CF,and MH outcomes in children and adolescents.METHODS An umbrella review of systematic reviews and meta-analyses was conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines.Five databases(PubMed,Web of Science,EMBASE,EBSCOhost,and Cochrane Library)were searched up to March 2025.Eligible reviews included participants aged≤18 years,assessed TEPA interventions,and reported EF,CF,or MH outcomes.Methodological quality was assessed using A Measurement Tool to Assess Systematic Reviews 2.Data synthesis was stratified by intervention modality,and heterogeneity was evaluated using the I^(2)statistic.RESULTS A total of 11 systematic reviews and meta-analyses were included.Interventions using VR(2/2),game-based formats(2/2),biofeedback(2/2),and multicomponent programs(1/1)showed consistent evidence of improvements in EF and MH(e.g.,EF:6.92±3.86 vs 3.61±1.67,P<0.001).App-based interventions(3/3)demonstrated mixed or modest effects,while augmented reality-based formats showed limited efficacy.MH outcomes were most frequently improved(9/11 reviews),followed by EF(6/11 reviews)and CF(5/11 reviews).Heterogeneity ranged from moderate to high(I^(2)=42%-78%)across modalities.CONCLUSION TEPA significantly improves MH and selectively enhances executive and CF in youth.Immersive,interactive,and biofeedback-driven modalities are particularly effective.展开更多
Technology-enhanced formative assessment integration in classrooms transforms traditional teaching, learning and assessment. This paper introduces a pilot study as part of a three-year research project funded by China...Technology-enhanced formative assessment integration in classrooms transforms traditional teaching, learning and assessment. This paper introduces a pilot study as part of a three-year research project funded by China＇s Ministry of Education on the use of technology-enhanced formative assessment in the classroom. Initial pilot-study results from nine elementary schools and three junior high schools showed positive writing gains with the experimental group and revealed that students became more motivated and autonomous and tended to write and revise more, and teachers switched their roles from spoon-feeding to that of a supporter and facilitator.展开更多
In a field rapidly evolving over the past few years, the management of inflammatory bowel diseases(IBD), Crohn's disease and ulcerative colitis, is becoming in-creasingly complex, demanding and challenging. In the...In a field rapidly evolving over the past few years, the management of inflammatory bowel diseases(IBD), Crohn's disease and ulcerative colitis, is becoming in-creasingly complex, demanding and challenging. In the recent years, IBD quality measures aiming to improve patients' care have been developed, multiple new medical therapies have been approved, new treatment goals have been set with the "treat--to--target" concept and drug monitoring has been implemented into IBD clinical management. Moreover, patients are increasingly using Internet resources to obtain information about their health conditions. The healthcare professional with an interest in treating IBD patients should deal with all these challenges in everyday practice by establishing, enhancing and maintaining a strong core of knowledge and skills related to IBD. This is an ongoing process and traditionally these needs are covered with additional reading of textbook or journal articles, attendance at meetings or conferences, or at local rounds. Web--based learning resources expand the options for knowledge acquisition and save time and costs as well. In the new era of communications technology, web-based resources can cover the educational needs of both patients and healthcare professionals and can contribute to improvement of disease management and patient care. Healthcare professionals can individually visit and navigate regularly relevant websites and tailor choices for educational activities according to their existing needs. They can also provide their patients with a few certified suitable internet resources. In this review, we explored the Internet using PubMed and Startpage(Google), for web-based IBD--related educational resources aiming to provide a guide for those interested in obtaining certified knowledge in this subject.展开更多
This paper outlines a curriculum model for contemporary programme design for the purpose of embedding educational innovation and technology within an inter-professional nursing curriculum. It has been developed from w...This paper outlines a curriculum model for contemporary programme design for the purpose of embedding educational innovation and technology within an inter-professional nursing curriculum. It has been developed from work within the School of Nursing and Midwifery at Keele University during the re-write of both the nursing and midwifery curriculum. The Nursing and Midwifery Council (NMC) require approval of all recordable programmes every five years and as such the school took this review as an opportunity to explore the curriculum model currently in use and develop an approach that would facilitate the professional requirements of the programme alongside the embedding of innovative learning and teaching methodologies. The model springs from extensive application of contemporary pedagogy underpinning adult learning, and forces consideration of cognitive alignment within a multi-modal delivery framework [1]. The model builds upon the early work of Fowler and Mayes [2] and later work of Bird [3] who explored the antecedents and underpinning theory for success within online learning experiences. This model has greater reach;having strategic fit for acontemporary “technology enhanced learning” application within further and higher education [4], whilst ensuring the achievement of given professional standards [5].展开更多
This paper sets out to shed light on the hierarchical stages of producing technology-enhanced learning software designed to promote English language learning of Saudi students at Madinah College of Technology, Saudi A...This paper sets out to shed light on the hierarchical stages of producing technology-enhanced learning software designed to promote English language learning of Saudi students at Madinah College of Technology, Saudi Arabia. The aim of the software was to meet the learners’ language needs, which defined the learning objective. The paper highlights how suitable language learning theories were implemented by coordinating the interface design theories and principles under-pinning the production process. Toward the end of the paper, an evaluation of the strengths and weaknesses of the software is investigated. Finally, the prospects of the software’s future work are presented.展开更多
Contemporary dermatology clerkship education has progressively moved beyond the traditional lecture-based model of learning(LBL),embracing a more dynamic,student-centered approach that aligns with the evolving demands...Contemporary dermatology clerkship education has progressively moved beyond the traditional lecture-based model of learning(LBL),embracing a more dynamic,student-centered approach that aligns with the evolving demands of medical practice.Clinical educators today are expected not only to possess deep subject-matter ex-pertise but also to demonstrate teaching effectiveness through the integration of advanced pedagogical methods that better prepare students for real-world clinical challenges.Combining interactive approaches such as case-based learning(CBL),problem-based learning(PBL),and digital educational resources can significantly enrich the learning experience and foster advanced clinical reasoning skills.Furthermore,simulation-based trainingand virtual patient encounters are increasingly incorporated to bridge experiential gaps.Despite technologi-cal advances,direct patient interaction continues to constitute a fundamental component of clinical training,allowing students to consolidate theoretical knowledge through practical application,refine communication skills,and develop professional empathy.This comprehensive review discusses current instructional innova-tions,implementation challenges,and future directions in dermatology education.It also offers evidence-based recommendations for optimizing clerkship training programs,emphasizing the need for curricular adaptability,faculty development,and learner engagement.By synthesizing recent educational research and clinical prac-tice experience,this article aims to serve as a practical resource for dermatology educators seeking to enhance training quality and outcomes.展开更多
In response to the growing demand for data-driven competencies in the digital economy,this study develops and implements the“E-commerce Operations and Statistical Analysis Virtual Simula-tion Experiment”under the fr...In response to the growing demand for data-driven competencies in the digital economy,this study develops and implements the“E-commerce Operations and Statistical Analysis Virtual Simula-tion Experiment”under the framework of China’s“New Business Disciplines”initiative.Built on a B2B2C high-fidelity architecture,the platform integrates business operations with statistical modeling through a closed-loop“operate generate analyze decide”data sandbox.Grounded in situated learning and Legitimate Peripheral Participation(LPP),it establishes a digital apprenticeship pathway that guides students from peripheral operational tasks toward central roles as data-driven strategists.A dual-phase design combining case-based and project-based learning provides scaf-folding for this progression.Mixed-methods evaluation demonstrates significant improvements in students’data literacy,model application,and strategic interpretation skills,with both process and outcome assessments showing strong results.The study contributes a replicable simulation analysis integration paradigm that effectively bridges the gap between academic theory and practical indus-try requirements.It offers a scalable pedagogical model for digital curriculum reform and industry university collaboration,providing robust evidence for cultivating data-fluent business professionals in the era of digital transformation.展开更多
This systematic review aims to examine the role of modern technologies in supporting quality in teaching and learning processes.Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses(PRISMA)guideline...This systematic review aims to examine the role of modern technologies in supporting quality in teaching and learning processes.Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses(PRISMA)guidelines,a comprehensive analysis of literature published between 2020-2025 was conducted to identify current trends,challenges,and advances in technology-enhanced education.The study analyzed 15 peer-reviewed articles focusing on the implementation of modern technologies such as technology-enhanced learning platforms,professional development systems,electronic educational resources,information technology applications,and next-generation learning systems in educational settings.The findings reveal that modern technologies significantly enhance learning outcomes,student engagement,and teaching effectiveness when properly implemented.Key benefits include improved 21st century skills development(up to 38%improvement),enhanced teaching competency(37%improvement),increased learning efficiency(41%enhancement),and better classroom performance(35%improvement in efficiency).However,challenges such as systematic implementation requirements,pedagogical integration needs,infrastructure limitations,technical investment requirements,and institutional coordination barriers remain significant obstacles to widespread adoption.The review identifies emerging technologies including next-generation learning systems,interactive digital platforms,and innovative teaching technologies as promising solutions for future educational enhancement.The study concludes that successful integration of modern technologies requires systematic implementation approaches,comprehensive teacher training,robust institutional support,pedagogical alignment,and continuous evaluation processes.Critical success factors include strategic planning,quality assurance frameworks,sustainability planning,and evidence-based decision making.These findings provide valuable insights for educators,policymakers,and technology developers working to improve educational quality through technological innovation.The research contributes to the growing body of knowledge on technology-enhanced education and offers practical recommendations for implementing sustainable and effective digital learning solutions that prioritize pedagogical effectiveness while leveraging technological capabilities for comprehensive educational enhancement.展开更多
Higher education systems are under increasing pressure to embrace technology-enhanced learning as a meaningful step towards the digital transformation of education.Digital technologies in education promise optimal tea...Higher education systems are under increasing pressure to embrace technology-enhanced learning as a meaningful step towards the digital transformation of education.Digital technologies in education promise optimal teaching and learning,but at the same time,they put a strain on education systems to adapt pedagogical strategies.Classical pedagogical frameworks such as Dewey,Piaget,and Vygotsky’s theories focused on student agency and are not specific to contemporary education with ubiquitous digital technologies.Hence,there is a need for a novel and innovative pedagogical framework that aligns with these emerging and advanced digital technologies.However,recent guidelines to incorporate emerging digital technologies in education have largely focused on ethical dimensions and assessment practices.The lack of an overarching pedagogical framework for teaching and learning practices in the digital era is a threat to quality education.The current study proposes a digital pedagogy for sustainable educational transformation(DP4SET)framework applicable to the new modes of teaching and learning powered by digital technologies.The DP4SET framework comprises four components that advocate for digital competence for accessing deep learning,evidencebased practice with quality digital resources,learning environments with applicable digital technology,and synergy between human teachers and trustworthy artificial intelligence(AI).A real-world application of the DP4SET framework in Chinese contexts proves that it promotes the effective use of technology and significantly reshapes teaching and learning in and beyond the classroom.The proposed digital pedagogy framework provides a foundation for modern education systems to accommodate advanced digital technologies for sustainable digital transformation of education.展开更多
基金Supported by the 2025 Undergraduate Research Project of the Shandong Society for Innovation and Development in Philosophy and Social Sciences,No.Z-DXS25007。
文摘BACKGROUND Physical activity(PA)is a key contributor to the neurocognitive and psychological development of children and adolescents.With the rapid integration of digital technologies in educational and recreational contexts,technology-enhanced PA(TEPA)interventions have emerged as promising tools for promoting mental and cognitive health.However,the effectiveness of various TEPA modalities—such as virtual reality(VR),mobile applications,and biofeedback systems—remains unclear.Prior findings are fragmented across systematic reviews with inconsistent methodologies.This umbrella review was conducted to synthesize current evidence and evaluate whether specific TEPA modalities yield differential benefits.We hypothesized that TEPA interventions with immersive and selfregulatory features provide greater enhancements in executive function(EF),cognitive function(CF),and mental health(MH)than passive or minimally interactive formats.AIM To determine the effects of TEPA interventions and modality-specific characteristics on EF,CF,and MH outcomes in children and adolescents.METHODS An umbrella review of systematic reviews and meta-analyses was conducted in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines.Five databases(PubMed,Web of Science,EMBASE,EBSCOhost,and Cochrane Library)were searched up to March 2025.Eligible reviews included participants aged≤18 years,assessed TEPA interventions,and reported EF,CF,or MH outcomes.Methodological quality was assessed using A Measurement Tool to Assess Systematic Reviews 2.Data synthesis was stratified by intervention modality,and heterogeneity was evaluated using the I^(2)statistic.RESULTS A total of 11 systematic reviews and meta-analyses were included.Interventions using VR(2/2),game-based formats(2/2),biofeedback(2/2),and multicomponent programs(1/1)showed consistent evidence of improvements in EF and MH(e.g.,EF:6.92±3.86 vs 3.61±1.67,P<0.001).App-based interventions(3/3)demonstrated mixed or modest effects,while augmented reality-based formats showed limited efficacy.MH outcomes were most frequently improved(9/11 reviews),followed by EF(6/11 reviews)and CF(5/11 reviews).Heterogeneity ranged from moderate to high(I^(2)=42%-78%)across modalities.CONCLUSION TEPA significantly improves MH and selectively enhances executive and CF in youth.Immersive,interactive,and biofeedback-driven modalities are particularly effective.
基金a part of the Ministry of Education Key National Education Sciences Planning research project (2009-2012)(Grant number GFA097005)
文摘Technology-enhanced formative assessment integration in classrooms transforms traditional teaching, learning and assessment. This paper introduces a pilot study as part of a three-year research project funded by China＇s Ministry of Education on the use of technology-enhanced formative assessment in the classroom. Initial pilot-study results from nine elementary schools and three junior high schools showed positive writing gains with the experimental group and revealed that students became more motivated and autonomous and tended to write and revise more, and teachers switched their roles from spoon-feeding to that of a supporter and facilitator.
文摘In a field rapidly evolving over the past few years, the management of inflammatory bowel diseases(IBD), Crohn's disease and ulcerative colitis, is becoming in-creasingly complex, demanding and challenging. In the recent years, IBD quality measures aiming to improve patients' care have been developed, multiple new medical therapies have been approved, new treatment goals have been set with the "treat--to--target" concept and drug monitoring has been implemented into IBD clinical management. Moreover, patients are increasingly using Internet resources to obtain information about their health conditions. The healthcare professional with an interest in treating IBD patients should deal with all these challenges in everyday practice by establishing, enhancing and maintaining a strong core of knowledge and skills related to IBD. This is an ongoing process and traditionally these needs are covered with additional reading of textbook or journal articles, attendance at meetings or conferences, or at local rounds. Web--based learning resources expand the options for knowledge acquisition and save time and costs as well. In the new era of communications technology, web-based resources can cover the educational needs of both patients and healthcare professionals and can contribute to improvement of disease management and patient care. Healthcare professionals can individually visit and navigate regularly relevant websites and tailor choices for educational activities according to their existing needs. They can also provide their patients with a few certified suitable internet resources. In this review, we explored the Internet using PubMed and Startpage(Google), for web-based IBD--related educational resources aiming to provide a guide for those interested in obtaining certified knowledge in this subject.
文摘This paper outlines a curriculum model for contemporary programme design for the purpose of embedding educational innovation and technology within an inter-professional nursing curriculum. It has been developed from work within the School of Nursing and Midwifery at Keele University during the re-write of both the nursing and midwifery curriculum. The Nursing and Midwifery Council (NMC) require approval of all recordable programmes every five years and as such the school took this review as an opportunity to explore the curriculum model currently in use and develop an approach that would facilitate the professional requirements of the programme alongside the embedding of innovative learning and teaching methodologies. The model springs from extensive application of contemporary pedagogy underpinning adult learning, and forces consideration of cognitive alignment within a multi-modal delivery framework [1]. The model builds upon the early work of Fowler and Mayes [2] and later work of Bird [3] who explored the antecedents and underpinning theory for success within online learning experiences. This model has greater reach;having strategic fit for acontemporary “technology enhanced learning” application within further and higher education [4], whilst ensuring the achievement of given professional standards [5].
文摘This paper sets out to shed light on the hierarchical stages of producing technology-enhanced learning software designed to promote English language learning of Saudi students at Madinah College of Technology, Saudi Arabia. The aim of the software was to meet the learners’ language needs, which defined the learning objective. The paper highlights how suitable language learning theories were implemented by coordinating the interface design theories and principles under-pinning the production process. Toward the end of the paper, an evaluation of the strengths and weaknesses of the software is investigated. Finally, the prospects of the software’s future work are presented.
文摘Contemporary dermatology clerkship education has progressively moved beyond the traditional lecture-based model of learning(LBL),embracing a more dynamic,student-centered approach that aligns with the evolving demands of medical practice.Clinical educators today are expected not only to possess deep subject-matter ex-pertise but also to demonstrate teaching effectiveness through the integration of advanced pedagogical methods that better prepare students for real-world clinical challenges.Combining interactive approaches such as case-based learning(CBL),problem-based learning(PBL),and digital educational resources can significantly enrich the learning experience and foster advanced clinical reasoning skills.Furthermore,simulation-based trainingand virtual patient encounters are increasingly incorporated to bridge experiential gaps.Despite technologi-cal advances,direct patient interaction continues to constitute a fundamental component of clinical training,allowing students to consolidate theoretical knowledge through practical application,refine communication skills,and develop professional empathy.This comprehensive review discusses current instructional innova-tions,implementation challenges,and future directions in dermatology education.It also offers evidence-based recommendations for optimizing clerkship training programs,emphasizing the need for curricular adaptability,faculty development,and learner engagement.By synthesizing recent educational research and clinical prac-tice experience,this article aims to serve as a practical resource for dermatology educators seeking to enhance training quality and outcomes.
文摘In response to the growing demand for data-driven competencies in the digital economy,this study develops and implements the“E-commerce Operations and Statistical Analysis Virtual Simula-tion Experiment”under the framework of China’s“New Business Disciplines”initiative.Built on a B2B2C high-fidelity architecture,the platform integrates business operations with statistical modeling through a closed-loop“operate generate analyze decide”data sandbox.Grounded in situated learning and Legitimate Peripheral Participation(LPP),it establishes a digital apprenticeship pathway that guides students from peripheral operational tasks toward central roles as data-driven strategists.A dual-phase design combining case-based and project-based learning provides scaf-folding for this progression.Mixed-methods evaluation demonstrates significant improvements in students’data literacy,model application,and strategic interpretation skills,with both process and outcome assessments showing strong results.The study contributes a replicable simulation analysis integration paradigm that effectively bridges the gap between academic theory and practical indus-try requirements.It offers a scalable pedagogical model for digital curriculum reform and industry university collaboration,providing robust evidence for cultivating data-fluent business professionals in the era of digital transformation.
文摘This systematic review aims to examine the role of modern technologies in supporting quality in teaching and learning processes.Using Preferred Reporting Items for Systematic Reviews and Meta-Analyses(PRISMA)guidelines,a comprehensive analysis of literature published between 2020-2025 was conducted to identify current trends,challenges,and advances in technology-enhanced education.The study analyzed 15 peer-reviewed articles focusing on the implementation of modern technologies such as technology-enhanced learning platforms,professional development systems,electronic educational resources,information technology applications,and next-generation learning systems in educational settings.The findings reveal that modern technologies significantly enhance learning outcomes,student engagement,and teaching effectiveness when properly implemented.Key benefits include improved 21st century skills development(up to 38%improvement),enhanced teaching competency(37%improvement),increased learning efficiency(41%enhancement),and better classroom performance(35%improvement in efficiency).However,challenges such as systematic implementation requirements,pedagogical integration needs,infrastructure limitations,technical investment requirements,and institutional coordination barriers remain significant obstacles to widespread adoption.The review identifies emerging technologies including next-generation learning systems,interactive digital platforms,and innovative teaching technologies as promising solutions for future educational enhancement.The study concludes that successful integration of modern technologies requires systematic implementation approaches,comprehensive teacher training,robust institutional support,pedagogical alignment,and continuous evaluation processes.Critical success factors include strategic planning,quality assurance frameworks,sustainability planning,and evidence-based decision making.These findings provide valuable insights for educators,policymakers,and technology developers working to improve educational quality through technological innovation.The research contributes to the growing body of knowledge on technology-enhanced education and offers practical recommendations for implementing sustainable and effective digital learning solutions that prioritize pedagogical effectiveness while leveraging technological capabilities for comprehensive educational enhancement.
基金supported by the Major Project of Philosophy and Social Science Research of the Ministry of Education,China(Grant No.23JZDW12).
文摘Higher education systems are under increasing pressure to embrace technology-enhanced learning as a meaningful step towards the digital transformation of education.Digital technologies in education promise optimal teaching and learning,but at the same time,they put a strain on education systems to adapt pedagogical strategies.Classical pedagogical frameworks such as Dewey,Piaget,and Vygotsky’s theories focused on student agency and are not specific to contemporary education with ubiquitous digital technologies.Hence,there is a need for a novel and innovative pedagogical framework that aligns with these emerging and advanced digital technologies.However,recent guidelines to incorporate emerging digital technologies in education have largely focused on ethical dimensions and assessment practices.The lack of an overarching pedagogical framework for teaching and learning practices in the digital era is a threat to quality education.The current study proposes a digital pedagogy for sustainable educational transformation(DP4SET)framework applicable to the new modes of teaching and learning powered by digital technologies.The DP4SET framework comprises four components that advocate for digital competence for accessing deep learning,evidencebased practice with quality digital resources,learning environments with applicable digital technology,and synergy between human teachers and trustworthy artificial intelligence(AI).A real-world application of the DP4SET framework in Chinese contexts proves that it promotes the effective use of technology and significantly reshapes teaching and learning in and beyond the classroom.The proposed digital pedagogy framework provides a foundation for modern education systems to accommodate advanced digital technologies for sustainable digital transformation of education.
