The support for connections between research and education is widespread. This connection yields the promise of educating students for the knowledge society. With the curriculum as the most important carrier of planned higher education, the lack of systematic insight in how research can be integrated into the curriculum is an important omission. This systematic review considers how empirical studies provide input for the integration of research in the higher education curriculum. Moreover, it provides a structured insight into the current body of knowledge on research in the curriculum. Based on a first set of 5815 journal articles, 121 articles were selected for further analysis. The model of Curriculum Aspects by Van den Akker (2003) was used to categorise the articles, which shows a body of knowledge on research in the curriculum with the largest focus on learning aims and learning activities. Furthermore, this review shows how few studies consider the effects of curriculum design on student learning, which calls for more empirical studies to benefit student learning.
This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.
Background: Previous systematic reviews revealed poor reliability and validity for sacroiliac joint (SIJ) mobility tests. However, these reviews were published nearly 20 years ago and recent evidence has not yet been summarised. Objectives: To conduct an up-to-date systematic review to verify whether recommendations regarding the clinical use of SIJ mobility tests should be revised. Study design: Systematic review. Method: The literature was searched for relevant articles via 5 electronic databases. The review was conducted according to the PRISMA guidelines. COSMIN checklists were used to appraise the methodological quality. Studies were included if they had at least fair methodology and reported clinimetric properties of SIJ mobility tests performed in adult patients with non-specific low back pain, pelvic (girdle) pain and/or SIJ pain. Only tests that can be performed in a clinical setting were considered. Results: Twelve relevant articles were identified, of which three were of sufficient methodological quality. These three studies evaluated the reliability of eight SIJ mobility tests and one test cluster. For the majority of individual tests, the intertester reliability showed slight to fair agreement. Although some tests and one test cluster had higher reliability, the confidence intervals around most reliability estimates were large. Furthermore, there were no validity studies of sufficient methodological quality. Conclusion: Considering the low and/or imprecise reliability estimates, the absence of high-quality diagnostic accuracy studies, and the uncertainty regarding the construct these tests aim to measure, this review supports the previous recommendations that the use of SIJ mobility tests in clinical practice is problematic.
This project addresses the fundamental societal problem that encryption as a technique is available since decades, but has never been widely adopted, mostly because it is too difficult or cumbersome to use for the public at large. PGP illustrates this point well: it is difficult to set-up and use, mainly because of challenges in cryptographic key management. At the same time, the need for encryption has only been growing over the years, and has become an urgent problem with stringent requirements – for instance for electronic communication between doctors and patients – in the General Data Protection Regulation (GDPR) and with systematic mass surveillance activities of internationally operating intelligence agencies. The interdisciplinary project "Encryption for all" addresses this fundamental problem via a combination of cryptographic design and user experience design. On the cryptographic side it develops identity-based and attribute-based encryption on top of the attribute-based infrastructure provided by the existing IRMA-identity platform. Identity-based encryption (IBE) is a scientifically well-established technique, which addresses the key management problem in an elegant manner, but IBE has found limited application so far. In this project it will be developed to a practically usable level, exploiting the existing IRMA platform for identification and retrieval of private keys. Attribute-based encryption (ABE) has not reached the same level of maturity yet as IBE, and will be a topic of further research in this project, since it opens up attractive new applications: like a teacher encrypting for her students only, or a company encrypting for all employees with a certain role in the company. On the user experience design side, efforts will be focused on making these encryption techniques really usable (i.e., easy to use, effective, efficient, error resistant) for everyone (e.g., also for people with disabilities or limited digital skills). To do so, an iterative, human-centred and inclusive design approach will be adopted. On a fundamental level, scientific questions will be addressed, such as how to promote the use of security and privacy-enhancing technologies through design, and whether and how usability and accessibility affect the acceptance and use of encryption tools. Here, theories of nudging and boosting and the unified theory of technology acceptance and use (known as UTAUT) will serve as a theoretical basis. On a more applied level, standards like ISO 9241-11 on usability and ISO 9241-220 on the human-centred design process will serve as a guideline. Amongst others, interface designs will be developed and focus groups, participatory design sessions, expert reviews and usability evaluations with potential users of various ages and backgrounds will be conducted, in a user experience and observation laboratory available at HAN University of Applied Sciences. In addition to meeting usability goals, ensuring that the developed encryption techniques also meet national and international accessibility standards will be a particular point of focus. With respect to usability and accessibility, the project will build on the (limited) usability design experiences with the mobile IRMA application.
Diëtisten en mondhygiënisten hebben de HAN en de HU benaderd met de vraag hen te helpen bij het tijdig signaleren van problemen op het raakvlak mondgezondheid en voeding. Veel thuiswonende ouderen ervaren problemen met mondgezondheid en voedingsinname. Er is samenhang tussen beide problemen; bijv. pijn bij het kauwen kan leiden tot slechte voedingsinname. Tijdige signalering en aanpak van problemen t.a.v. voeding of mondgezondheid dragen bij aan betere kwaliteit van leven van ouderen en aan betere zorg. Mondhygiënisten en diëtisten zijn zich bewust van de samenhang tussen voeding en mondgezondheid, maar herkennen onvoldoende wanneer doorverwijzing naar de andere discipline wenselijk is en welke informatie deze discipline dan nodig heeft. In een consortium van praktijken van mondhygiënisten en diëtisten en betreffende beroepsverenigingen wordt daarom onderzocht welke vragen mondhygiënisten kunnen stellen aan patiënten om risico’s en/of problemen op het terrein van voedingsinname in kaart te brengen en welke vragen diëtisten kunnen stellen aan patiënten om risico’s en/of problemen met mondgezondheid te signaleren. Hiertoe worden risicofactoren voor slechte mondgezondheid in relatie tot voeding en vice versa in kaart gebracht (wp1), worden vragenlijsten ontwikkeld die de mondhygiënist en de diëtist kunnen toepassen om risico’s te identificeren (wp2), wordt dezelfde vragenlijst landelijk uitgezet om inzicht te krijgen in de prevalentie van risicofactoren op het kruispunt van voedingsproblemen en mondgezondheid (wp3) en wordt middels focusgroepen en interviews onderzocht hoe optimale samenwerking er uit ziet tussen mondhygiënisten en diëtisten en tussen mondhygiënisten/diëtisten en andere zorgprofessionals en hoe optimale zorg rond voeding en mondzorg er volgens ouderen uit zou moeten zien (wp4). Het project sluit af met een symposium (wp5). In dit onderzoek combineren HAN en HU complementaire disciplines: Voeding & Diëtetiek (HAN) en Mondzorgkunde (HU). Resultaten worden gedissemineerd via kanalen zoals het Netwerk Voeding en Mondgezondheid, de beroepsverenigingen van mondhygiënisten en diëtisten en de Stuurgroep Ondervoeding.
