This research investigates the potential and challenges of using artificial intelligence, specifically the ChatGPT-4 model developed by OpenAI, in grading and providing feedback in an educational setting. By comparing the grading of a human lecturer and ChatGPT-4 in an experiment with 105 students, our study found a strong positive correlation between the scores given by both, despite some mismatches. In addition, we observed that ChatGPT-4's feedback was effectively personalized and understandable for students, contributing to their learning experience. While our findings suggest that AI technologies like ChatGPT-4 can significantly speed up the grading process and enhance feedback provision, the implementation of these systems should be thoughtfully considered. With further research and development, AI can potentially become a valuable tool to support teaching and learning in education. https://saiconference.com/FICC
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Background: Sarcopenic obesity (SO) is an increasing phenomenon and has been linked to several negative health consequences. The aim of this umbrella review is the assessment of effectiveness and certainty of evidence of nutrition and exercise interventions in persons with SO. Method: We searched for meta-analyses of RCTs in PubMed, EMBASE and CENTRAL that had been conducted in the last five years, focusing on studies on the treatment and prevention of SO. The primary endpoints were parameters for SO, such as body fat in %, skeletal muscle mass index (SMMI), gait speed, leg strength and grip strength. The methodological quality was evaluated using AMSTAR and the certainty of evidence was assessed using GRADE. Results: Four systematic reviews with between 30 to 225 participants were included in the umbrella review. These examined four exercise interventions, two nutrition interventions and four interventions that combined nutrition and exercise. Resistance training was the most frequently studied intervention and was found to improve gait speed by 0.14 m/s to 0.17 m/s and lower leg strength by 9.97 kg. Resistance, aerobic, mixed exercise and hypocaloric diet combined with protein supplementation is not significantly effective on selected outcomes for persons with SO compared to no intervention. The low number of primary studies included in the reviews resulted in moderate to very low certainty of evidence. Conclusion: Despite the lack in certainty of evidence, resistance training may be a suitable intervention for persons with SO, in particular for improving muscle function. Nevertheless, further research is necessary to strengthen the evidence.
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Studying real-time teacher-student interaction provides insight into student's learning processes. In this study, upper grade elementary teachers were supported to optimize their instructional skills required for co-constructing scientific understanding. First, we examined the effect of the Video Feedback Coaching intervention by focusing on changes in teacher-student interaction patterns. Second, we examined the underlying dynamics of those changes by illustrating an in-depth micro-level analysis of teacher-student interactions. The intervention condition showed significant changes in the way scientific understanding was co-constructed. Results provided insight into how classroom interaction can elicit optimal co-construction and how this process changes during an intervention.
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This experimental study with a pre-post and follow-up design evaluates the financial education program “SaveWise” for ninth grade students in the Netherlands (n = 713). SaveWise adopts a holistic approach, emphasizing action rather than mere cognition. Benefitting from explicit instruction embedded in real-life contexts, students in the program set a personal savings goal and are coached on how to achieve it. The short-term treatment results indicated that SaveWise expanded the students’ level of financial knowledge; encouraged their intentions to save more, spend less and earn an income; and broadly improved their financial and savings behavior. The program demonstrated that it could serve as an effective and low-cost method to enhance the financial literacy of pre-vocational students, a financially vulnerable group. Although long-term effects were expressed only through financial socialization, this study offers evidence linking curricula to increased knowledge and improved behavior for a specific sample of students.
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For the first time in the Netherlands, the Adjustment Scales for Early Transition in Schooling (ASETS) have been applied to kindergarten and first-grade elementary school. A study was conducted to examine the relation between the different behavioral (phenotypes) and situational dimensions (situtypes) of the ASETS and learning performance on standardized language and numeracy tests. Results show that a proportion of children experience socioemotional and behavioral problems. Among boys, in particular, emotional or behavioral problems are significant. Furthermore, results show that these problems translate into a fairly consistent pattern of negative correlations with language and numeracy performance. These outcomes support the assertion that some children are not yet ready for school. It therefore seems important that the structured academic approach that is central to many methods used in early childhood education undergoes critical reflection, as by no means all target group children are ready for this approach.
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Learning mathematical thinking and reasoning is a main goal in mathematical education. Instructional tasks have an important role in fostering this learning. We introduce a learning sequence to approach the topic of integrals in secondary education to support students mathematical reasoning while participating in collaborative dialogue about the integral-as-accumulation-function. This is based on the notion of accumulation in general and the notion of accumulative distance function in particular. Through a case-study methodology we investigate how this approach elicits 11th grade students’ mathematical thinking and reasoning. The results show that the integral-as-accumulation-function has potential, since the notions of accumulation and accumulative function can provide a strong intuition for mathematical reasoning and engage students in mathematical dialogue. Implications of these results for task design and further research are discussed.
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Implementation of the United Nations Convention on the rights of persons with disabilities (UN CRPD) requires countries to harmonise their legislative frameworks with it. This paper investigates the national legislative frameworks of four Asian countries to see the extent to which they provide support services in accordance with Article 19 of the UN CRPD. The UN CRPD requires persons with disabilities to have access to and choice and control over support services. To analyse the policy alignment with the UN CRPD, an analytical framework based on the Capability Approach (CA) was developed. The results show that most countries address support services, including assistive devices, only from the perspective of a social security measure for persons with disabilities living in poverty, failing to uphold the rights of those not meeting those eligibility criteria. However, while support services are inseparably linked to social security, they also are a right for persons with disabilities. Therefore, a paradigm shift is required in the approach of support services and the distributive systems of countries, from one that addresses persons with disabilities as those requiring care considered a burden, to one that considers them rights holders with equal opportunities, for which, support services are a pre-requisite.
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This paper addresses an approach to teaching embedded systems programming through a challenge-based competition involving robots. This pedagogical project distinguishes itself by incorporating international students from three international institutions through the Blended Intensive Program (BIP). The research findings indicate that this approach yields excellent results regarding student engagement and learning outcomes. The challenge-based program effectively promotes students' creative problem-solving abilities by combining theoretical instruction with hands-on experience in a competitive setting.
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Purpose: To study the relationship between actual motor competence (AMC) and perceived motor competence (PMC) in a large sample of 6- to 12-year-old children. Method: The AMC and PMC were measured (N = 1,669, 55% boys) with the Athletic Skills Track and the Physical Self-Confidence Scale, respectively. A variable-centered approach was applied to examine the AMC– PMC association by means of correlation coefficients and Fisher’s z tests. Cluster analyses were used to identify profiles of children from a person-centered perspective. Results: The AMC–PMC correlation strengthened with increasing age (r = .084 in 6- to 7-year-olds to r = .416 in 10- to 11-year-olds). The person-centered approach revealed two profiles with corresponding levels of AMC and PMC, and two profiles with divergent levels. Discussion: In addition to clarifying the age-related increase in the association between AMC and PMC, the profiles from the person-centered approach result in new gateways for tailoring interventions to the needs of children with different AMC–PMC profiles. Accepted author manuscript version reprinted, by permission, © Human Kinetics, Inc.
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Background and aims: Observational data indicate that diets rich in fruits and vegetables have a positive effect on inflammatory status, improve metabolic resilience and may protect against the development of non-communicable diseases. Nevertheless, experimental evidence demonstrating a causal relationship between nutrient intake (especially whole foods) and changes in metabolic health is scarce. This study investigated the pleiotropic effects of sulforaphane from broccoli sprouts, compared to pea sprouts, on biomarkers of endothelial function, inflammation and metabolic stress in healthy participants subjected to a standardized caloric challenge.Methods: In this double-blind, crossover, randomized, placebo-controlled trial 12 healthy participants were administered 16 g broccoli sprouts, or pea sprouts (placebo) followed by the standardized high-caloric drink PhenFlex given to disturb healthy homeostasis. Levels of inflammatory biomarkers and metabolic parameters were measured in plasma before and 2 h after the caloric overload.Results: Administration of broccoli sprouts promoted an increase in levels of CCL-2 induced by caloric load (p = 0.017). Other biomarkers (sICAM-1, sVCAM-1, hs-CRP, and IL-10) individually showed insignificant tendencies toward increase with administration of sulforaphane. Combining all studied biomarkers into the systemic low-grade inflammation score further confirmed upregulation of the inflammatory activity (p = 0.087) after sulforaphane. No significant effects on biomarkers of metabolic stress were detected.Conclusion: This study has demonstrated that sulforaphane facilitated development of a mild pro-inflammatory state during the caloric challenge, which could be suggestive of the onset of the hormetic response induced by this phytonutrient. The use of integrative outcomes measures such as the systemic low-grade inflammation score can be viewed as a more robust approach to study the subtle and pleiotropic effects of phytonutrients.Clinical trial registration:www.clinicaltrials.gov, identifier NCT05146804.Keywords: biomarkers; diet; glucoraphanin; hormesis; inflammation; nutrients; phenotypic flexibility; sulforaphane.
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