Oliver Carlile, Andrew Briggs, Alasdair D Henderson, Ben F C Butler-Cole, John Tazare, Laurie A Tomlinson, Michael Marks, Mark Jit, Liang-Yu Lin, Chris Bates, John Parry, Sebastian C J Bacon, Iain Dillingham, William A Dennison, Ruth E Costello, Alex J Walker, William Hulme, Ben Goldacre, Amir Mehrkar, Brian MacKenna, Emily Herrett, Rosalind M Eggo
Impact of long COVID on health-related quality-of-life: an OpenSAFELY population cohort study using patient-reported outcome measures (OpenPROMPT)
The Lancet regional health. Europe
fostering technologyenhanced science learning elementary schools ongoing challenge young students always motivated engage science lessons use technology digital sensors data recorders found result higher engagement science however association technologyenhanced science learning students motivation learn crosscultural viewpoint still discussed among researchers thus goal study twofold examine motivation learn science elementary school students different countries cultural backgrounds b identify phases technologyenhanced science learning association students motivation applying sequential mixedmethods research design data collected via questionnaires semistructured interviews online observations study included seven experienced science teachers usa israel 109 sixthgrade students english speakers n 43 arabic speakers n 26 hebrew speakers n 40 findings indicated differences students internal motivation terms interest enjoyment connection dailylife crosscultural interactions medium ratings selfefficacy study identified characterized two consecutive phases technologyenhanced science learningdivergence convergencethat associated motivation learn science overall studys results highlight importance seamlessly embedding technology support crosscultural learning scientific practices