bioRxiv - Scientific Communication and Education最新文献

{"title":"Augmented Reality and Cross-Device Interaction for Seamless Integration of Physical and Digital Scientific Papers","authors":"Md Ochiuddin Miah, Jun Kong","doi":"10.1101/2024.02.05.578116","DOIUrl":"https://doi.org/10.1101/2024.02.05.578116","url":null,"abstract":"Researchers face the challenge of efficiently navigating vast scientific literature while valuing printed papers in the digital age. Printed materials facilitate deeper engagement and comprehension, leading to superior exam performance and enhanced retention. However, existing digital tools often need to pay more attention to the needs of researchers who value the tactile benefits of printed documents. In response to this gap, we introduce AR-PaperSync, a transformative solution that leverages Augmented Reality (AR) and cross-device interaction technology. AR-PaperSync seamlessly integrates the physical experience of printed papers with the interactive capabilities of digital tools. Researchers can effortlessly navigate inline citations, manage saved references, and synchronize reading notes across mobile, desktop, and printed paper formats. Our user-centric approach, informed by in-depth interviews with six researchers, ensures that AR-PaperSync is tailored to its target users' needs. A comprehensive user study involving 28 participants evaluated AR-PaperSync's significantly improved efficiency, accuracy, and cognitive load in academic reading tasks compared to conventional methods. These findings suggest that AR-PaperSync enhances the reading experience of printed scientific papers and provides a seamless integration of physical and digital reading environments for researchers.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139760105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Science Education for the Youth (SEFTY): A Neuroscience Outreach Program for High School Students in Southern Nevada During the COVID-19 Pandemic","authors":"Nabih Ghani, Hayley Baker, Audrey Huntsinger, Tiffany Chen, Tiffany D Familara, Jose Yani Itorralba, Fritz Vanderford, Xiaowei Zhuang, Ching-Lan Chang, Van Vo, Edwin Oh","doi":"10.1101/2024.02.02.578716","DOIUrl":"https://doi.org/10.1101/2024.02.02.578716","url":null,"abstract":"Laboratory outreach programs for K-12 students in the United States from 2020-2022 were suspended or delayed due to COVID-19 restrictions. While Southern Nevada also observed similar closures for onsite programs, we and others hypothesized that in-person laboratory activities could be prioritized after increasing vaccine doses were available to the public and masking was encouraged. Here, we describe how the Laboratory of Neurogenetics and Precision Medicine at the University of Nevada Las Vegas (UNLV) collaborated with administrators from a local school district to conduct training activities for high school students during the COVID-19 pandemic. The Science Education for the Youth (SEFTY) program's curriculum was constructed to incorporate experiential learning, fostering collaboration and peer-to-peer knowledge exchange. Leveraging neuroscience tools from our UNLV laboratory, we engaged with 117 high school applicants from 2021-2022. Our recruitment efforts yielded a diverse cohort, with >41% Pacific Islander and Asian students, >9% African American students, and >12% multiracial students. We assessed the impact of the SEFTY program through pre- and post-assessment student evaluations, revealing a significant improvement of 20.3% in science proficiency (p<0.001) after participating in the program. Collectively, our laboratory curriculum offers valuable insights into the capacity of an outreach program to actively foster diversity and cultivate opportunities for academic excellence, even in the challenging context of a global pandemic.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139760038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structured Peer Review: Pilot results from 23 Elsevier Journals","authors":"Mario Malički, Bahar Mehmani","doi":"10.1101/2024.02.01.578440","DOIUrl":"https://doi.org/10.1101/2024.02.01.578440","url":null,"abstract":"Background. Reviewers rarely comment on the same aspects of a manuscript, making it difficult to properly assess manuscripts' quality and the quality of the peer review process. It was the goal of this pilot study to evaluate structured peer review implementation by: 1) exploring if and how reviewers answered structured peer review questions, 2) analysing reviewer agreement, 3) comparing that agreement to agreement before implementation of structured peer review, and 4) further enhancing the piloted set of structured peer review questions.\u0000Methods. Structured peer review consisting of 9 questions was piloted in August 2022 in 220 Elsevier journals. We randomly selected 10% of these journals across all fields and IF quartiles and included manuscripts that in the first 2 months of the pilot received 2 reviewer reports, leaving us with 107 manuscripts belonging to 23 journals. Eight questions had open ended fields, while the ninth question (on language editing) had only a yes/no option. Reviews could also leave Comments-to-Author and Comments-to-Editor. Answers were qualitatively analysed by two raters independently. Results. Almost all reviewers (n=196, 92%) filled out the answers to all questions even though these questions were not mandatory in the system. The longest answer (Md 27 words, IQR 11 to 68) was for reporting methods with sufficient details for replicability or reproducibility. Reviewers had highest (partial) agreement (of 72%) for assessing the flow and structure of the manuscript, and lowest (of 53%) for assessing if interpretation of results are supported by data, and for assessing if statistical analyses were appropriate and reported in sufficient detail (also 52%). Two thirds of reviewers (n=145, 68%) filled out the Comments-to-Author section, of which 105 (49%) resembled traditional peer review reports. Such reports contained a Md of 4 (IQR 3 to 5) topics covered by the structured questions. Absolute agreement regarding final recommendations (exact match of recommendation choice) was 41%, which was higher than what those journals had in the period of 2019 to 2021 (31% agreement, P=0.0275). Conclusions: Our preliminary results indicate that reviewers adapted to the new format of review successfully, and answered more topics than they covered in their traditional reports. Individual question analysis indicated highest disagreement regarding interpretation of results and conducting and reporting of statistical analyses. While structured peer review did lead to improvement in reviewer final recommendation agreements, this was not a randomized trial, and further studies should be done to corroborate this. Further research is also needed to determine if structured peer review leads to greater knowledge transfer or better improvement of manuscripts.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139760174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Retrospective Analysis of Career Outcomes in Neuroscience","authors":"Lauren E Ullrich, John R Ogawa, Michelle D Jones-London","doi":"10.1101/2024.02.01.578220","DOIUrl":"https://doi.org/10.1101/2024.02.01.578220","url":null,"abstract":"What factors are associated with different career outcomes among biomedical PhDs? Much of the research to-date has focused on drivers of interest in (and intention to pursue) various careers, especially during graduate school, but fewer studies have investigated the ultimate career outcomes of participants. Even less is known about what factors matter most for groups historically underrepresented in the US STEM workforce, such as for women, some racial and ethnic groups, and persons with disabilities (National Center for Science and Engineering Statistics (NCSES), 2021a). This study reports a new analysis of data from 781 PhD neuroscientists that were obtained from a retrospective survey (reported in Ullrich et al. (2021)) to investigate the factors that influence the career sector in which neuroscience PhDs are employed, and whether there were group differences according to social identity. We find evidence of academia as a \"default path\" for incoming PhD students, but interest in different careers changes gradually over time. Those who remained in academia had greater acceptance of the structural aspects of academic careers, such as the promotion and tenure process, and greater faculty support during their postdoctoral training. Conversely, prioritizing monetary compensation and wanting varied work were associated with not being in academia, while a strong interest in research was positively associated with being in non-academic research. Somewhat surprisingly, there were few interactions with gender, and no interactions with underrepresentation status. Our findings also underscore the role of advisors, networking, and personal relationships in securing employment in STEM.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139664866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preference for Scientist Occupation Among Medical and Science Students in South Korea","authors":"Eun Bit Bae","doi":"10.1101/2024.01.31.578132","DOIUrl":"https://doi.org/10.1101/2024.01.31.578132","url":null,"abstract":"Although becoming a scientist is generally a long and arduous process, fostering scientists is considered important for national development. To determine medical and science undergraduate students' preference for scientists, a designed preference survey was administered to 191 medical and 106 science majors, online. The chi-square test, regression, and mediation models were used. The models present significant associations between group and training programs, and between master's programs and scientist preference. Surprisingly, only 24% of the science students were interested in the Ph.D. program compared to 79.6% of the medical students. Less than 7% in both groups expressed interest in full-time scientist occupation. The study design and findings are newly reported. A negative public consensus of scientist occupation is identified, and master training program shows a strong association with the choice of scientist occupation. Due to the unstable scientists' status, a long-term follow-up is recommended afterward program completion for more effectively fostering scientists.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139664833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"More than a token photo: humanizing scientists enhances student engagement","authors":"Robin A Costello, Emily P Driessen, Melissa K Kjelvik, Elizabeth H Schultheis, Rachel M Youngblood, Ash T Zemenick, Marjorie G Weber, Cissy J Ballen","doi":"10.1101/2024.01.29.577791","DOIUrl":"https://doi.org/10.1101/2024.01.29.577791","url":null,"abstract":"Highlighting scientists from historically excluded groups in educational materials increases student engagement in STEM. However, which specific elements of these educational materials maximize their impact remains untested, leaving educators guessing how to best highlight counter-stereotypical scientists in their classrooms. We tested the effects of including visual and humanizing descriptions of scientists featured in quantitative biology activities on over 3,700 students across 36 undergraduate institutions. We found that including humanizing information about counter-stereotypical scientists increased the extent to which students related to those scientists, which in turn translated to higher student engagement. Students who shared one or more excluded identity(s) with the featured scientists related most strongly. Our findings demonstrate the importance of humanizing counter-stereotypical scientists in classrooms, beyond simply adding a photo to increase representation.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139659116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student experiences with an interactive 3D immersive biotechnology simulation and its impact on motivational beliefs","authors":"Dan Spencer, Caitlin McKeown, David Tredwell, Benjamin Huckaby, Andrew Wiedner, Jacob T Dums, Emily L Cartwright, Colin M Potts, Nathan C. Sudduth, Evan Brown, Phillips Albright, Arnav Jhala, Melissa C. Srougi","doi":"10.1101/2024.01.23.576860","DOIUrl":"https://doi.org/10.1101/2024.01.23.576860","url":null,"abstract":"The development and use of virtual laboratories to augment traditional in-person skills training continues to grow. Virtual labs have been implemented in a number of diverse educational settings, which have many purported benefits including their adaptability accessibility and repeatability. However few studies have evaluated the impact of virtual laboratories outside of academic achievement and skills competencies especially in biotechnology. In this study an interdisciplinary team of content experts video game researchers instructional designers and assessment experts developed a 3D immersive simulation designed to teach novice scientists the technical skills necessary to perform sterile mammalian cell culture technique. Unique to the simulation development process is the recreation of an immersive experience through the capture of details in the real-world lab where participants have the freedom of choice in their actions while receiving immediate feedback on their technical skills as well as procedural execution. However unlike an in-person laboratory course students are able to iterate and practice their skills outside of class time and learn from their mistakes. Using a mixed-methods study design over the course of two semesters we evaluated student attitudes of the simulation and their science motivational beliefs including self-efficacy and science identity after engaging with the simulation prior to the physical laboratory. Our results show that students science identity remained unchanged while their science self-efficacy increased. Furthermore students had positive perceptions of the benefits of the virtual simulation. These data suggest that the virtual cell culture simulation can be a useful pedagogical training tool to bolster students motivational beliefs that is both accessible and easy to implement.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139582578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Impact of the COVID-19 Pandemic on Undergraduate Research in the Department of Biology at Western University: Effect on project types, learning outcomes, and student perceptions.","authors":"Ava Chaplin, Susanne E Kohalmi, Anne F Simon","doi":"10.1101/2024.01.24.577125","DOIUrl":"https://doi.org/10.1101/2024.01.24.577125","url":null,"abstract":"Undergraduate research is a high impact practice that offers numerous benefits to students, academic institutions, and the wider scientific community. Unfortunately, undergraduate research has faced restrictions due to the COVID-19 pandemic. This study aimed to assess how the COVID-19 pandemic has impacted: (1) the number and types of undergraduate research projects performed in the Department of Biology at the University of Western Ontario, and (2) the satisfaction-levels and perceived learning outcomes of students performing these projects. This study also aimed to incorporate a One Health framework through an emphasis on stakeholder involvement and the need for future action. A survey of 33 students who completed an undergraduate research project in the Department of Biology in the 2020/2021 academic year, and 68 students who completed an undergraduate research project in the 5 years prior was conducted. In keeping with the One Health approach, key stakeholders were identified, and a stakeholder map was constructed. The number of projects performed did not change dramatically despite COVID-19 restrictions. However, a shift towards dry research was observed with 87.9% of students in the 2020/2021 academic year conducting dry research, compared to 16.4% of students in the 5 years prior. Students who conducted research in the 2020/2021 academic year indicated lower overall levels of satisfaction and enjoyment, though their perceived learning outcomes were consistent with students who completed their projects in the 5 years prior. 53 key stakeholders from academia, government, industry, media, and the public were identified. Students provided invaluable feedback on their undergraduate research experiences that can be used to improve the quality of undergraduate research courses in the Department of Biology in the future. Findings may be of use to other departments and educational institutions that are seeking to improve their own undergraduate research courses amidst the COVID-19 pandemic or looking to incorporate experiential-based learning techniques into existing online courses.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139582080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experts fail to reliably detect AI-generated histological data","authors":"Jan Hartung, Stefanie Reuter, Vera Anna Kulow, Michael Fahling, Cord Spreckelsen, Ralf Mrowka","doi":"10.1101/2024.01.23.576647","DOIUrl":"https://doi.org/10.1101/2024.01.23.576647","url":null,"abstract":"AI-based methods to generate images have seen unprecedented advances in recent years challenging both image forensic and human perceptual capabilities. Accordingly, they are expected to play an increasingly important role in the fraudulent fabrication of data. This includes images with complicated intrinsic structures like histological tissue samples, which are harder to forge manually. We use stable diffusion, one of the most recent generative algorithms, to create such a set of artificial histological samples and in a large study with over 800 participants, we study the ability of human subjects to discriminate between such artificial and genuine histological images. Although they perform better than naive participants, we find that even experts fail to reliably identify fabricated data. While participant performance depends on the amount of training data used, even low quantities result in convincing images, necessitating methods to detect fabricated data and technical standards such as C2PA to secure data integrity.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139582082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Knowledge Innovation Ecosystem for the Promotion of User-Centre Health Innovations: Living Lab Methodology and Lessons Learned Through the Proposal of Standard Good Practices","authors":"Natacha Rosa, Sofia Leite, Juliana Alves, Angela Carvalho, Diana Oliveira, Flavia Santos, Barbara Macedo, Hugo Prazeres","doi":"10.1101/2024.01.17.573578","DOIUrl":"https://doi.org/10.1101/2024.01.17.573578","url":null,"abstract":"Living Labs, experiencing a global surge in popularity over the past years, demands standardized guidance through the development of widely accepted good practices. While challenging due to the complex and evolving nature of Living Labs, this task remains essential. These knowledge innovation ecosystems facilitate a diverse array of interconnected and interacting end-users and stakeholder partners who engage collaboratively to co-create, embed, and/or leverage end-user-centric breakthroughs at one or more innovation phases within a real-world context. Based on the development of six Living Labs in the health domain, this study proposes a more general yet critical set of Living Labs' good practices, emphasizing the importance of strong initial marketing and promotion strategies for Living Labs' open calls, enforcing gender equality, carefully selecting stakeholders, devising and implementing effective framework strategies for end-user engagement and value creation, ensuring value creation for all Living Labs partners, prolonging the long-term viability of the Living Lab project, promoting and disseminating impactful actions and results, fostering environmental sustainability, and processing results data for Living Lab performance evaluation.","PeriodicalId":501568,"journal":{"name":"bioRxiv - Scientific Communication and Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139496283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}