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AIMS AND OBJECTIVES: To evaluate: (a) the effectiveness of an infographic poster compared with an e-learning program on general practice nurses' knowledge about chronic kidney disease risk factors and best practice screening procedures and (b) the effectiveness of an infographic poster compared with an e-learning program on general practice nurses' learning time and learning efficiency. BACKGROUND: The screening and early detection of chronic kidney disease is essential in reducing its burden on the health system and those affected by it. General practice nurses are well-positioned to assist in its early detection. DESIGN: Parallel-group, single-blinded, pre-post interventional randomised control design. METHOD: This study was reported in accordance with the Consolidated Standards of Reporting Trials (CONSORT). Participants were registered or enrolled nurses working in general practice settings across Australia. The intervention group (n = 173) received an infographic poster about chronic kidney disease risk factors and best practice screening procedures, whereas the control group (n = 170) received an interactive e-learning program. Data were collected using an 8-item pre-post knowledge evaluation instrument. Time spent learning were collected through a self-reported log and a login/logout method. RESULTS: The overall intervention effect demonstrated no statistical significance in knowledge scores from the baseline scores between the intervention and control group. The intervention group demonstrated higher learning efficiency in comparison to the control group. CONCLUSION: The study demonstrated an infographic poster is as effective as an e-learning program on improving knowledge scores. However, in comparison to an e-learning program, an infographic poster is a more efficient way of learning. RELEVANCE TO CLINICAL PRACTICE: Infographic posters can be an efficient educational modality to enhance healthcare professionals' knowledge and could be used as public health campaigns in clinical settings to educate the community.

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The current study employed latent profile analysis to examine the application patterns of students' reading metacognitive strategies using PISA 2018 data in China. Subsequently, it explored the differences in students' mathematics learning efficiency and performance. The results revealed that: (1) Six types of reading metacognitive strategies application patterns were identified: "Novice - indifferent," "Veteran - average," "Novice - low evaluating," "Veteran - skilled," "Novice - mixed," and "Novice - arbitrary." (2) The primary factors that affect the classification of reading metacognitive strategies application patterns were gender, and family economic, social, and cultural statuses (ESCS). (3) Mathematics learning time could positively predict performance overall, but the mathematics learning time of "Veteran - skilled" and "Novice - mixed" students had no significant correlation with their mathematics performance. The findings suggests that educators should not blindly increase students' mathematics learning time but instead provide appropriate guidance based on their mastery patterns of reading metacognitive strategies to enhance mathematics learning efficiency and performance.

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With e-learning rapidly gaining popularity, evaluating its effectiveness and efficiency has become a challenge in public education, the public sector, and the corporate sector. Measuring knowledge transfer is crucial in any learning process, but e-learning lacks validated methods for this. Here we examine ways to evaluate that particularly in case of e-learning, conducting a literature review to assess available measurement solutions, developing an evaluation method for knowledge transfer, and validating the method. Using logged data from e-courses, it is possible to assess the knowledge transfer in e-learning. We describe a novel method for classifying effectiveness and efficiency with measured values and measurement instruments. The new measurement method was aligned with a data set of an existing learning management system, and the effectiveness and efficiency of knowledge transfer was analysed using quantitative means, including descriptive statistics, regression modelling, and cluster analysis based on a specific e-learning course. This newly elaborated and validated knowledge transfer measurement technique could be a useful tool for anyone wanting to evaluate e-learning courses and can also serve as a baseline for academics to further develop or implement it on larger empirical datasets.

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Students' behaviors have a close relationship with their learning efficiencies, particularly about professional knowledge. Different types of behaviors should have different influences. Disclosing the special relationship between undergraduate students' conscious safety behaviors in their laboratory experiments with their learning efficiencies is important for fostering them into professional talents. In this study, a course entitled "Advanced Methods of Materials Characterization" was arranged to contain three sections: theoretical learning in the classroom, eight characterization experiments in the laboratory in sequence, and self-training to apply the knowledge. In the final examination, eighteen percent was allocated to the examination questions about safety issues. The students' scores for this section were associated with their total roll scores. Two quantitative relationships are disclosed. One is between the students' final examination score (y) and their subjective consciousness of safety behaviors (x) in their laboratory experiments, as y = 5.56 + 4.83 x (R = 0.9192). The other is between their grade point average (y) and safety behavior evaluation (x) as y = 0.51 + 0.15 x (R = 0.7296). Undergraduate students' behaviors in scientific laboratories need to be verified to have a close and positive relationship with their professional knowledge learning efficiencies. This offers a hint that improving students' safety behaviors and enhancing their subjective safety awareness are conducive to improving their learning efficiency for professional knowledge.

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The COVID-19 pandemic has forced many conferences and educational events to shift from in-person to online, significantly reducing the carbon footprint associated with these activities. Workshops are a common pattern of thematic learning at the university level, usually involving a series of activities, such as gathering, learning, and dining, for participants from different regions. However, unlike a three-day conference, workshops usually last for seven days or more, resulting in a non-negligible carbon footprint. To resolve this challenge, we have developed a model that provides recommendations for minimizing the carbon footprint of workshops. Using data from the DigitalFUTURES International Workshop on architecture education at Tongji University in China, we calculated the carbon footprint of scenarios with varying workshop durations, participation modes, and transportation methods. Our results show that online workshops can reduce the carbon footprint by up to 88% compared to in-person workshops. Hybrid workshops, which combine online and in-person participation, can also lead to significant carbon reductions, with a 46% online participation rate resulting in an 82% reduction in carbon footprint. However, we recommend that in-person participation be maintained to ensure efficient learning and effective communication. Our work provides a sustainable solution for organizing future workshops with a reduced carbon footprint.

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The main advantages of spiking neural networks are the high biological plausibility and their fast response due to spiking behaviour. The response time decreases significantly in the hardware implementation of SNN because the neurons operate in parallel. Compared with the traditional computational neural network, the SNN use a lower number of neurons, which also reduces their cost. Another critical characteristic of SNN is their ability to learn by event association that is determined mainly by postsynaptic mechanisms such as long-term potentiation. However, in some conditions, presynaptic plasticity determined by post-tetanic potentiation occurs due to the fast activation of presynaptic neurons. This violates the Hebbian learning rules that are specific to postsynaptic plasticity. Hebbian learning improves the SNN ability to discriminate the neural paths trained by the temporal association of events, which is the key element of learning in the brain. This paper quantifies the efficiency of Hebbian learning as the ratio between the LTP and PTP effects on the synaptic weights. On the basis of this new idea, this work evaluates for the first time the influence of the number of neurons on the PTP/LTP ratio and consequently on the Hebbian learning efficiency. The evaluation was performed by simulating a neuron model that was successfully tested in control applications. The results show that the firing rate of postsynaptic neurons post depends on the number of presynaptic neurons pre, which increases the effect of LTP on the synaptic potentiation. When post activates at a requested rate, the learning efficiency varies in the opposite direction with the number of pres, reaching its maximum when fewer than two pres are used. In addition, Hebbian learning is more efficient at lower presynaptic firing rates that are divisors of the target frequency of post. This study concluded that, when the electronic neurons additionally model presynaptic plasticity to LTP, the efficiency of Hebbian learning is higher when fewer neurons are used. This result strengthens the observations of our previous research where the SNN with a reduced number of neurons could successfully learn to control the motion of robotic fingers.

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Three-dimensional multiple object tracking (3D-MOT) has been used in various fields to mimic real-life tracking, especially in perceptual-cognitive skills training for soccer. Yet, the learning efficiency in 3D-MOT tasks has not been compared with 2D-MOT. Further, whether the advantage can be reflected by heart rate variability (HRV) based on the neurovisceral integration model should also be examined. Therefore, we used both 2D- and 3D-MOT in a brief adaptive task procedure for adolescent female soccer players with HRV measurement. A faster tracking speed threshold of participants was found in the 3D- compared to 2D-MOT, as well as average tracking speed in the last training period of 3D-MOT. Moreover, lower low frequency (LF) components of HRV in the 3D-MOT indicated a flow experience, demonstrating the provision of more attentional resources. Therefore, we observed that adolescent female soccer players demonstrated higher learning efficiency in 3D-MOT tasks in virtual reality (VR) through a higher flow experience. This study examined the learning efficiency between the two MOT tasks in the soccer domain using evidence from HRV and highlighted the utility and applicability of 3D-MOT application.

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In order to improve the effectiveness of private class inquiry with the development of information teaching, the smart teaching platform has been established, with instructional management, curriculum setting, teacher preparation, classroom application, supervision and monitoring modules. Taking the platform as the medium, the small class inquiry learning community of entity curriculum is constructed between students and the teachers. In the eight-year medical teaching, the content of learning cycle is designed according to the entity curriculum, which is issued on cloud platform before class, in class and after class. Students learn basic concepts by themselves in the learning community, explore the application of knowledge under the guidance of teachers, and expand knowledge in class or after class. After having test in teaching procedure, the small class learning community based on smart teaching cloud platform has a submission rate, interaction rate and score rate of more than 90%. It can not only make full use of the advantages of information-based teaching resources, but also build face-to-face learning community in the course teaching, reflecting the emotional interaction of personalized teaching. It's suggested that new approaches to teaching should be student-centered and activity-based, engaging students actively in the learning process, which can promote students' autonomous learning ability and innovative thinking ability.

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With the further development of Internet technology, online learning has become an important way for learners in the digital age. As an important learning strategy, self-regulated learning plays an important role in e-learning. Whether learners can succeed in the network learning environment largely depends on their online self-regulating learning ability. This research reviews the theories and models of self-regulated learning, and analyzes the influences of individual factors and external factors on second language self-regulated learning in the online learning environment. And some implications in learning and teaching are given, as well as suggestions for future research.

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People differ in how quickly they learn information and how long they remember it, and these two variables are correlated such that people who learn more quickly tend to retain more of the newly learned information. Zerr and colleagues [2018. Learning efficiency: Identifying individual differences in learning rate and retention in healthy adults. Psychological Science, 29(9), 1436-1450] termed the relation between learning rate and retention as learning efficiency, with more efficient learners having both a faster acquisition rate and better memory performance after a delay. Zerr et al. also demonstrated in separate experiments that how efficiently someone learns is stable across a range of days and years with the same kind of stimuli. The current experiments (combined N = 231) replicate the finding that quicker learning coincides with better retention and demonstrate that the correlation extends to multiple types of materials. We also address the generalisability of learning efficiency: A person's efficiency with learning Lithuanian-English (verbal-verbal) pairs predicts their efficiency with Chinese-English (visuospatial-verbal) and (to a lesser extent) object-location (visuospatial-visuospatial) paired associates. Finally, we examine whether quicker learners also remember material more precisely by using a continuous measure of recall accuracy with object-location pairs.

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BACKGROUND AND PURPOSE: Procrastination is common among collegiate students and has been associated with negative academic performance. Avoidance of procrastination may improve learning efficiency and outcomes, especially in course-intensive doctor of pharmacy (PharmD) programs. This study investigated the perceptions of pharmacy students on student-organized procrastination prevention events (PPEs) and determined whether participation in these events affected assessment grades. EDUCATIONAL ACTIVITY AND SETTING: Quarterly, voluntary PPEs for professional year one (PY1), professional year 2 (PY2), and professional year three (PY3) PharmD students were hosted by the Rho Chi Society. These events occurred one to two weeks prior to historically challenging assessments. Faculty of related courses were invited to lead review sessions. Rho Chi members designed and delivered interactive learning activities and were available for peer-led group study. Attendance was recorded and anonymous voluntary exit surveys were conducted. Assessment scores on topics of focus were compared between the group that attended the event vs. the group that did not attend. FINDINGS: Based on the 153 pooled anonymous survey results, the majority of participants were < 25 years of age, female, and did not have children. Perception data from the surveys were universally positive. Most assessment score comparisons of PPE attendees vs. non-attendees were not statistically significant. Immunology showed improved scores in event attendees. SUMMARY: Although attending PPEs did not significantly improve assessment scores in most courses, students recognized the benefits of the events. Future research could study the overall impact of these events and best practices for hosting them.

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Climate change is one of the most important issues for humanity. To defuse this problem, it is considered necessary to improve energy efficiency, make energy sources cleaner, and reduce energy consumption in urban areas. The Japanese government has recommended an air conditioner setting of 28°C in summer and 20°C in winter since 2005. The aim of this setting is to save energy by keeping room temperatures constant. However, it is unclear whether this is an appropriate temperature for workers and students. This study examined whether thermal environments influence task performance over time. To examine whether the relationship between task performance and thermal environments influences the psychological states of participants, we recorded their subjective rating of mental workload along with their working memory score, electroencephalogram (EEG), heart rate variability, skin conductance level (SCL), and tympanum temperature during the task and compared the results among different conditions. In this experiment, participants were asked to read some texts and answer questions related to those texts. Room temperature (18, 22, 25, or 29°C) and humidity (50%) were manipulated during the task and participants performed the task at these temperatures. The results of this study showed that the temporal cost of task and theta power of EEG, which is an index for concentration, decreased over time. However, subjective mental workload increased with time. Moreover, the low frequency to high frequency ratio and SCL increased with time and heat (25 and 29°C). These results suggest that mental workload, especially implicit mental workload, increases in warmer environments, even if learning efficiency is facilitated. This study indicates integrated evidence for relationships among task performance, psychological state, and thermal environment by analyzing behavioral, subjective, and physiological indexes multidirectionally.

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Lighting condition is essential to human performance. With the widespread use of computer-based learning, the performance measurements become difficult, and the effects of artificial lighting conditions towards the new learning forms are not investigated extensively. The current study conducts a subject-within experiment with a 45-min-long online learning along with electroencephalogram (EEG)-based measurements, and a post-interview under five lighting setups respectively (300 lx, 3000 K; 300 lx, 4000 K; 300 lx, 6500 K; 500 lx, 4000 K; 1000 lx, 4000 K). Attention is chosen as the key factor to represent the learning performance. The results show that the attention of people aged in the 20s is not affected by the experimental lighting conditions. The results also demonstrate that people in high illumination at 1000 lx are more inclined to sustain attention despite the discomfort and dissatisfaction. Taking the EEG-based attention measurements and post-interview answers into consideration, lighting conditions at 300 lx, 4000 K are the recommended set points for university architectures among the investigated conditions, providing a practical basis when adjusting the lighting standard for its advantage in energy saving.

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First-year Doctor of Physical Therapy (DPT) students entering a problem-based learning (PBL) program are faced with a number of pedagogical challenges, including the development of self-directed learning skills, resource unfamiliarity, and group dynamics. These challenges can make learning anatomy in a self-directed manner less efficient. Prematriculation introduction of strategies to improve anatomy learning may help prepare students for a rigorous DPT program and improve anatomy learning efficiency. The present study describes a 2-day anatomy workshop offered to incoming students before a DPT program was initiated. Knowledge acquired during both days of the workshop resulted in statistically significant improvements in anatomy postquiz scores for each corresponding prequiz (P < 0.001 for lower and upper limb quizzes). Workshop participants survey responses demonstrated that anatomy confidence and PBL preparedness increased at distinct intervals following the workshop and was significantly higher than controls after the first semester (P < 0.01 for anatomy confidence and PBL preparedness). Multivariate regression analyses demonstrated statistically significant relationships between semester anatomy practical scores and workshop participation (P = 0.03 for practical 1 and P = 0.049 for practical 2) and undergraduate grade point average (P < 0.001 for practical 1 and P = 0.03 for practical 2). First-year DPT students reported the anatomy workshop to be a valuable experience for learning strategies to improve anatomy self-efficacy. An introductory anatomy workshop is an effective strategy to improve self-directed anatomy learning efficiency before the start of a rigorous DPT program.

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BACKGROUND: Problem-based learning (PBL), a pedagogical approach, is widely accepted in medical education. Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive. METHODS: One hundred two third-year undergraduate medical students at Peking University were involved in this study. A Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) was used to assess the CT disposition, and the performance scores of students in PBL tutorials were compiled. A parametric bivariate correlation analysis was performed between the students' CT scores and their PBL average scores. The PBL scores were compared between the strong and weak CT disposition groups using independent t-test. The analysis of numerical data was conducted using SPSS 16.0. RESULTS: CT disposition of third-year undergraduate medical students at Peking University was at a positive level, with an average score of 297.72. The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly. In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition. The performance of these two groups was significantly different in the Late-Half but not in the Early-Half PBL tutorials. Furthermore, a significant improvement was observed in the students with strong CT but not weak CT dispositions. CONCLUSION: CT disposition positively correlates to a students' PBL performance. Students with stronger CT dispositions perform better in the PBL process and obtain higher scores. Our work suggested that the open-mindedness of the CT disposition is the primary factor that determines the improvement of the preparation dimensions in the PBL process.

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People differ in how quickly they learn information and how long they remember it, yet individual differences in learning abilities within healthy adults have been relatively neglected. In two studies, we examined the relation between learning rate and subsequent retention using a new foreign-language paired-associates task (the learning-efficiency task), which was designed to eliminate ceiling effects that often accompany standardized tests of learning and memory in healthy adults. A key finding was that quicker learners were also more durable learners (i.e., exhibited better retention across a delay), despite studying the material for less time. Additionally, measures of learning and memory from this task were reliable in Study 1 ( N = 281) across 30 hr and Study 2 ( N = 92; follow-up n = 46) across 3 years. We conclude that people vary in how efficiently they learn, and we describe a reliable and valid method for assessing learning efficiency within healthy adults.

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Learned vocalization, including birdsong and human speech, is acquired through self-motivated vocal practice during the sensitive period of vocal learning. The zebra finch (Taeniopygia guttata) develops a song characterized by vocal variability and crystallizes a defined song pattern as adulthood. However, it remains unknown how vocal variability is regulated with diurnal singing during the sensorimotor learning period. Here, we investigated the expression of activity-dependent neuroplasticity-related gene Arc during the early plastic song phase to examine its potential association with vocal plasticity. We first confirmed that multiple acoustic features of syllables in the plastic song were dramatically and simultaneously modulated during the first 3 hr of singing in a day and the altered features were maintained until sleep. In a concurrent manner, Arc was intensely induced during morning singing and a subsequent attenuation during afternoon singing in the robust nucleus of the arcopallium (RA) and the interfacial nucleus of the nidopallium (NIf). The singing-driven Arc expression was not altered by circadian rhythm, but rather reduced during the day as juveniles produced more songs. Song stabilization accelerated by testosterone administration in juveniles was accompanied with attenuation of Arc induction in RA and NIf. In contrast, although early-deafened birds produced highly unstable song even at adulthood, singing-driven Arc expression was not different between intact and early-deafened adults. These results suggest a potential functional link between Arc expression in RA and NIf and vocal plasticity during the sensorimotor phase of song learning. Nonetheless, Arc expression did not reflect the quality of bird's own song or auditory feedback.

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Indoor physical environments appear to influence learning efficiency nowadays. For improvement in learning efficiency, environmental scenarios need to be designed when occupants engage in different learning tasks. However, how learning efficiency is affected by indoor physical environment based on task types are still not well understood. The present study aims to explore the impacts of three physical environmental factors (i.e., temperature, noise, and illuminance) on learning efficiency according to different types of tasks, including perception, memory, problem-solving, and attention-oriented tasks. A 3 × 4 × 3 full factorial design experiment was employed in a university classroom with 10 subjects recruited. Environmental scenarios were generated based on different levels of temperature (17 °C, 22 °C, and 27 °C), noise (40 dB(A), 50 dB(A), 60 dB(A), and 70 dB(A)) and illuminance (60 lx, 300 lx, and 2200 lx). Accuracy rate (AC), reaction time (RT), and the final performance indicator (PI) were used to quantify learning efficiency. The results showed ambient temperature, noise, and illuminance exerted significant main effect on learning efficiency based on four task types. Significant concurrent effects of the three factors on final learning efficiency was found in all tasks except problem-solving-oriented task. The optimal environmental scenarios for top learning efficiency were further identified under different environmental interactions. The highest learning efficiency came in thermoneutral, relatively quiet, and bright conditions in perception-oriented task. Subjects performed best under warm, relatively quiet, and moderately light exposure when recalling images in the memory-oriented task. Learning efficiency peaked to maxima in thermoneutral, fairly quiet, and moderately light environment in problem-solving process while in cool, fairly quiet and bright environment with regard to attention-oriented task. The study provides guidance for building users to conduct effective environmental intervention with simultaneous controls of ambient temperature, noise, and illuminance. It contributes to creating the most suitable indoor physical environment for improving occupants learning efficiency according to different task types. The findings could further supplement the present indoor environment-related standards or norms with providing empirical reference on environmental interactions.

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The Cognistat is a widely used neurobehavioral screening instrument that addresses functioning across multiple domains. Unlike many popular neuropsychological tests, the Cognistat does not currently assess learning efficiency for verbal material. The purpose of this study was to develop a screening method for assessing verbal learning efficiency with the Cognistat, investigate the effects of two demographic variables (age and gender) on performance, and to establish cutoff scores for impairment. Participants were 253 volunteers between the ages of 18 and 96 years. Participants were classified into two age groups: 18-64 years and 65 + years. The data revealed a significant age and gender performance difference. Implications for the present findings and for future research are presented.

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In acquiring word meanings, learners are often confronted by a single word form that is mapped to two or more meanings. For example, long after how to roller-"skate", one may learn that "skate" is also a kind of fish. Such learning of new meanings for familiar words involves two potentially contrasting processes, relative to new form-new meaning learning: 1) Form-based familiarity may facilitate learning a new meaning, and 2) meaning-based interference may inhibit learning a new meaning. We examined these two processes by having native English speakers learn new, unrelated meanings for familiar (high frequency) and less familiar (low frequency) English words, as well as for unfamiliar (novel or pseudo-) words. Tracking learning with cued-recall tasks at several points during learning revealed a biphasic pattern: higher learning rates and greater learning efficiency for familiar words relative to novel words early in learning and a reversal of this pattern later in learning. Following learning, interference from original meanings for familiar words was detected in a semantic relatedness judgment task. Additionally, lexical access to familiar words with new meanings became faster compared to their exposure controls, but no such effect occurred for less familiar words. Overall, the results suggest a biphasic pattern of facilitating and interfering processes: Familiar word forms facilitate learning earlier, while interference from original meanings becomes more influential later. This biphasic pattern reflects the co-activation of new and old meanings during learning, a process that may play a role in lexicalization of new meanings.