A Practical Approach in Refining Binary Outcome for Treatment Effect of COVID-19 According to Geographical Diversity.

The recent COVID-19 pandemic has drawn attention to health and economics worldwide. Initially, diseases only ravage local populations, while a pandemic could aggravate global economic burdens. Lopinavir/Ritonavir is an anti-HIV drug that was used on small scale patients during SARS, but its effectiveness for COVID-19 treatment is still unclear. Previous studies or meta-analysis have retrieved clinical data of subgroup analysis to evaluate the efficacy and safety of Lopinavir/Ritonavir for the treatment of COVID-19 in a few affected regions. However, geographical diversity and small number of studies bias correction were not achieved in such subgroup analysis of published meta-analysis. The present study demonstrates a practical approach in refining the binary outcome for COVID-19 treatment of Lopinavir/Ritonavir according to geographical location diversity and small number of studies (less than or equal to five) for subgroup analysis. After performing practical approach, the risk of adverse event with LPV/RTV for treatment of COVID-19 becomes nonsignificant compared to previous meta-analysis. Furthermore, we also notice heterogeneity of random effect of meta-analysis may be declined after proposed adjustment. In conclusion, proposed practical approach is recommend for performing a subgroup analysis to avoid concentration in a single geographical location and small number of studies bias.

The Research Trend of Big Data in Education and the Impact of Teacher Psychology on Educational Development During COVID-19: A Systematic Review and Future Perspective.

The COVID-19 outbreak, along with post-pandemic impact has prompted Internet Plus education to re-examine numerous facets of technology-oriented academic research, particularly Educational Big Data (EBD). However, the unexpected transition from face-to-face offline education to online lessons has urged teachers to introduce educational technology into teaching practice, which has had an overwhelming impact on teachers' professional and personal lives. The aim of this present work is to fathom which research foci construct EBD in a comprehensive manner and how positive psychological indicators function in the technostress suffered by less agentic teachers. To this end, CiteSpace 5.7 and VOSviewer were applied to examine a longitudinal study of the literature from Web of Science Core Collection with the objective of uncovering the explicit patterns and knowledge structures in scientific network knowledge maps. Thousand seven hundred and eight articles concerned with educational data that met the criteria were extracted and analyzed. Research spanning 15 years was conducted to reveal that the knowledge base has accumulated dramatically after many governments' initiatives since 2012 with an accelerating annual growth and decreasing geographic imbalance. The review also identified some influential authors and journals whose effects will continue to have future implications. The authors identified several topical foci such as data mining, student performance, learning environment and psychology, learning analytics, and application. More specifically, the authors identified the scientific shift from data mining application to data privacy and educational psychology, from general scan to specific investigation. Among the conclusions, the results highlighted the important integration of educational psychology and technology during critical periods of educational development.