Effects of reading contextualized physics problems among men and women: A psychophysiological approach.

To counteract declining interest in science, contextualizing course material has been suggested, despite little evidence supporting this strategy. We assessed how reading physics problems in different contexts-none, technical, or humanistic-impacted performance and implicit cognitive and affective situational interest (SI) among undergraduate men and women (n = 60). We hypothesized that contextualized problems would increase cognitive SI, boosting performance. We also investigated existing hypotheses that this influence would be stronger when contexts matched stereotypical gender interests. Pupillometric and electroencephalographic data served to indicate cognitive SI, while electrodermal activity (EDA) and valence were measures of affective SI. Significantly higher valence was observed in decontextualized than humanistic problems (p = 0.003) specifically among men (p < 0.001). Greater EDA (p = 0.019) and decontextualized problems (p < 0.001) yielded greater performance than contextualized problems for all participants. Results emphasize the importance of affective SI and of avoiding gender biases in curricular development. This study encourages caution if implementing contextualization.

The programming curriculum within ISIS.

From 2014 to 2017, the Islamic State in Irak and Syria (ISIS), a terrorist political organization of Salafist jihadist ideology, had put in place an operational and relatively stable educational system. Among its Complementary Programs, ISIS included a curriculum for programming using the Scratch software. In this article, we discuss this curriculum by analyzing the content of the official ISIS programming textbook, with the objectives of characterizing: 1) the curriculum's pedagogical intentions and definition of programming; 2) the programming curriculum; and 3) the religious and military indoctrination value. We found that, first, ISIS's programming curriculum intentions are more about religious and military injunctions to build the caliphate than they are about developing 21st-century skills such as computational thinking. Second, although the progression of learning in the sequence of activities designed by ISIS seems logical and, overall, well-ordered, the ISIS programming curriculum does not encourage the development of 21st-century skills such as problem solving, discovery learning, or creativity-nor for that matter, the transfer of programming knowledge to different contexts. Finally, the textbook is particularly rich in elements of military and religious indoctrination and effectively participates in the indoctrination of students by helping to inculcate values consistent with ISIS's jihadist ideology. This contribution seeks to better understand ISIS's approach to education, which could provide support for initiatives aimed at rebuilding impacted education systems and groups.

Persistence of the "Moving Things Are Alive" Heuristic into Adulthood: Evidence from EEG.

Although a growing number of studies indicate that simple strategies, intuitions, or cognitive shortcuts called heuristics can persistently interfere with scientific reasoning in physics and chemistry, the persistence of heuristics related to learning biology is less known. In this study, we investigate the persistence of the "moving things are alive" heuristic into adulthood with 28 undergraduate students who were asked to select between two images, one of which one represented a living thing, while their electroencephalographic signals were recorded. Results show that N2 and LPP event-related potential components, often associated with tasks requiring inhibitory control, are higher in counterintuitive trials (i.e., in trials including moving things not alive or nonmoving things alive) compared with intuitive ones. To our knowledge, these findings represent the first neurocognitive evidence that the "moving things are alive" heuristic persists into adulthood and that overcoming this heuristic might require inhibitory control. Potential implications for life science education are discussed.

The Influence of Video Format on Engagement and Performance in Online Learning.

Millions of students follow online classes which are delivered in video format. Several studies examine the impact of these video formats on engagement and learning using explicit measures and outline the need to also investigate the implicit cognitive and emotional states of online learners. Our study compared two video formats in terms of engagement (over time) and learning in a between-subject experiment. Engagement was operationalized using explicit and implicit neurophysiological measures. Twenty-six (26) subjects participated in the study and were randomly assigned to one of two conditions based on the video shown: infographic video or lecture capture. The infographic video showed animated graphics, images, and text. The lecture capture showed a professor, providing a lecture, filmed in a classroom setting. Results suggest that lecture capture triggers greater emotional engagement over a shorter period, whereas the infographic video maintains higher emotional and cognitive engagement over longer periods of time. Regarding student learning, the infographic video contributes to significantly improved performance in matters of difficult questions. Additionally, our results suggest a significant relationship between engagement and student performance. In general, the higher the engagement, the better the student performance, although, in the case of cognitive engagement, the link is quadratic (inverted U shaped).

Curriculum response to the crisis.

Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery, reconstruction, development, and institutionalization. This article analyzes the response of curriculum to an unpredictable, chaotic, and recursive crisis situation. The article also highlights the role of important, but often forgotten, actors in a formal education system-parents-and examines the stresses the pandemic has placed on them. Finally, in the light of the continuum of the educational crisis and the impacts of Covid-19 on certain curricular dimensions, the article concludes with reflections on the need to rethink curricula, even in education systems that considered themselves robust in their institutionalization.

Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective.

In a recent theoretical synthesis on the concept of engagement, Fredricks, Blumenfeld and Paris defined engagement by its multiple dimensions: behavioral, emotional and cognitive. They observed that individual types of engagement had not been studied in conjunction, and little information was available about interactions or synergy between the dimensions; consequently, more studies would contribute to creating finely tuned teaching interventions. Benefiting from the recent technological advances in neurosciences, this paper presents a recently developed methodology to gather and synchronize data on multidimensional engagement during learning tasks. The technique involves the collection of (a) electroencephalography, (b) electrodermal, (c) eye-tracking, and (d) facial emotion recognition data on four different computers. This led to synchronization issues for data collected from multiple sources. Post synchronization in specialized integration software gives researchers a better understanding of the dynamics between the multiple dimensions of engagement. For curriculum developers, these data could provide informed guidelines for achieving better instruction/learning efficiency. This technique also opens up possibilities in the field of brain-computer interactions, where adaptive learning or assessment environments could be developed.

Learning curve analysis of mitral valve repair using telemanipulative technology.

OBJECTIVE: To determine if the time required to perform mitral valve repairs using telemanipulation technology decreases with experience and how that decrease is influenced by patient and procedure variables. METHODS: A single-center retrospective review was conducted using perioperative and outcomes data collected contemporaneously on 458 mitral valve repair surgeries using telemanipulative technology. A regression model was constructed to assess learning with this technology and predict total robot time using multiple predictive variables. Statistical analysis was used to determine if models were significantly useful, to rule out correlation between predictor variables, and to identify terms that did not contribute to the prediction of total robot time. RESULTS: We found a statistically significant learning curve (P < .01). The institutional learning percentage∗ derived from total robot times† for the first 458 recorded cases of mitral valve repair using telemanipulative technology is 95% (R(2) = .40). More than one third of the variability in total robot time can be explained through our model using the following variables: type of repair (chordal procedures, ablations, and leaflet resections), band size, use of clips alone in band implantation, and the presence of a fellow at bedside (P < .01). CONCLUSIONS: Learning in mitral valve repair surgery using telemanipulative technology occurs at the East Carolina Heart Institute according to a logarithmic curve, with a learning percentage of 95%. From our regression output, we can make an approximate prediction of total robot time using an additive model. These metrics can be used by programs for benchmarking to manage the implementation of this new technology, as well as for capacity planning, scheduling, and capital budget analysis.

Significant reduction in annuloplasty operative time with the use of nitinol clips in robotically assisted mitral valve repair.

OBJECTIVE: A substantial barrier to widespread adoption of robotically assisted mitral valve repair surgery is increased operative time compared with that of median sternotomy. Nitinol U-clips (Medtronic, Minneapolis, Minn) made of a shape-memory alloy eliminate intrathoracic suturing and may reduce operative times. METHODS: A retrospective review of robotically assisted mitral valve repair surgery was done at East Carolina University, where preoperative, intraoperative, and postoperative data were collected prospectively. The total time for U-clip or suture placement, as well as those for cardiopulmonary bypass, crossclamp, and annuloplasty band placement, were studied. Patients in whom only U-clips were used ("U-clips" cohort) were compared with those in whom only sutures were used ("sutures" cohort). Comparisons between groups were by two-tailed Student t test. RESULTS: Between May 2000 and June 2004, U-clips were used exclusively in 50 patients (mean age 58.4 +/- 13.2 years), and sutures were used exclusively in 72 patients (mean age 56.2 +/- 12.9 years). The mean total time for placement and deployment of U-clips was shorter than for placement and tying of sutures (101 +/- 45 seconds vs 186 +/- 79 seconds, respectively, P < .001). Cardiopulmonary bypass, crossclamp, and annuloplasty band placement times were shorter in the U-clips cohort (144 +/- 50 minutes vs 169 +/- 35 minutes, 105 +/- 30 minutes vs 132 +/- 29 minutes, and 26 +/- 5 minutes vs 40 +/- 10 minutes, U-clips vs sutures, respectively, all P < .01). CONCLUSIONS: Significantly shorter times were observed for placement and deployment of U-clips versus placement and tying of sutures, resulting in a reduction in mean band placement time of 14 minutes and significantly shorter cardiopulmonary bypass and crossclamp times in the U-clips cohort. Therefore, use of Nitinol U-clips instead of sutures may allow for significantly faster robotically assisted mitral valve repair surgery.

Acute effects of suction retraction on atrial hemodynamics and histology.

OBJECTIVES: In minimally invasive and robotic mitral valve surgery, a blade retractor is used to elevate the left atrial roof, which often distorts tissue and impairs visualization. We tested the hemodynamic and histologic changes of intra-atrial suction, using a new suction retractor that may improve stabilization and visualization. METHODS: Swine were divided into 3 equal (n = 4) groups: blade retractor, suction retractor, and arrested heart control. Left atrial ultrasonic crystals were used to record ejection fractions. After cardioplegic arrest, the atrium was opened and sampled for preretractor histology. Retractors remained in place for 1 hour, followed by postretractor histologic sampling. Controls were crossclamped for an equivalent time and postarrest histologic data obtained. Animals were weaned from bypass, data were collected for 4 hours, and postsacrifice atrial histologic samples were obtained. RESULTS: The main effect due to treatment was not statistically significant ( P = .52) between the 3 groups, with the 4-hour average ejection fraction for blade retractor, suction retractor, and control being statistically equivalent at 33.3% +/- 8.3, 35.3% +/- 12.1, and 40.8% +/- 9.9 (mean +/- standard deviation), respectively. Histology showed equivalent amounts of myocyte fragmentation, interstitial edema, eosinophilia, and wavy fibers between blade retraction and suction retraction, while the latter showed slightly increased amounts of hemorrhage. CONCLUSIONS: Atrial endocardial suction retraction appears to be safe with no acute changes in the left atrial ejection fraction or significant acute histologic differences, compared to blade retraction. Furthermore, intra-atrial suction may be applicable to procedures other than minimally invasive and robotic mitral valve repair for providing improved stabilization.

Robotic skeletonizing of the internal thoracic artery: is it safe?

BACKGROUND: The advantages of internal thoracic artery skeletonization include early high blood flow, a longer conduit, and less bleeding than pedicle internal thoracic artery grafts. Longer conduits are needed for complete endoscopic arterial revascularization. Therefore this study was designed to determine the feasibility and safety of internal thoracic artery skeletonization using the da Vinci robotic system (Intuitive Surgical, Sunnyvale, CA). METHODS: Nine dogs underwent bilateral robotic internal thoracic artery harvesting through three ports placed in the left chest. One internal thoracic artery was harvested as a pedicle in each dog, and the other was skeletonized. Internal thoracic artery blood flow was measured in each graft, and comparative endothelial histologic studies were performed. Data are mean +/- the standard error of the mean. RESULTS: All 18 internal thoracic arteries were harvested successfully. Skeletonized internal thoracic artery harvests required more time (48.0 minutes +/- 1.8) than pedicle internal thoracic artery harvests (39.0 minutes +/- 1.4; p < 0.05). Internal thoracic artery flows during the final intervals were similar (skeletonized = 30.0 mL/min +/- 2.4 vs pedicle = 31.5 mL/min +/- 1.8; p = 0.9). Free internal thoracic artery bleeding flow was similar in both groups (skeletonized = 162.0 mL/min +/- 3.0 vs pedicle = 189.0 mL/min +/- 2.4; p = 0.4). Histologically, both groups were similar with minimal endothelial damage. CONCLUSIONS: Robotically skeletonized harvesting is safe, but it requires more time (48.0 minutes +/- 1.8) than pedicle internal thoracic artery harvesting. Despite muted tactile feedback with robotics, neither technique was associated with histologic or functional damage. These encouraging results may represent an advantage for complete arterial revascularization in robotic coronary bypass patients.